
'^ir 



STATE OF OHIO 
DEPARTMENT OF PUBLIC INSTRUCTION 

BULLETIN No. 1, 1915 WHOLE NUMBER 5 



A COURSE OF STUDY IN 
AGRICULTURE 



FOR THE 



ELEMENTARY SCHOOLS OF OHIO 




PREPARED BY iDlRECTION OF THE 

SUPERINTENDENT OF PUBLIC 
INSTRUCTION 



JANUARY,n915 



STATE OF OHIO 
DEPARTMENT OF PUBLIC INSTRUCTION 

BULLETIN No. 1, 1915 WHOLE NUMBER 5 



A UNIFORM COURSE OF 
STUDY IN AGRICULTURE 

FOR THE 

Elementary Schools of Ohio 



PREPARED BY THE DIRECTION OF THE 

SUPERINTENDENT OF PUBLIC 
INSTRUCTION 



Columbus, Ohio: 

The F. J. Heer Printing Co. 

1915 

Bound at the State Bindery, 






!/!/-'. 



To the Boards of Education, Superintend cuts aud Teachers: 

Agriculture is not a wholly new subject, nor is it one for- 
eign to our public school system. The General x*\ssenibly made 
it a mandatory part of our courses of study for the Elementary 
and High Schools. The wisdom of this is patent to all. 

This course of study is intended to suggest ways and 
means of giving to our boys and girls of all the schools the 
most helpful plans of acquiring a comprehensive knowledge of 
those parts of the subject that are appropriate and the study of 
which will be profitable ; it is further intended to teach the 
happiness, health, and wealth of country life and to make the 
boys and girls proud of rural life whether they live in the coun- 
try or not. 

In laying out the work for the year, it should not be pre- 
sumed that all found in this course is to be studied or taught ; 
the material herein is suggestive throughout ; select from it whgit 
is wbolesomie and in harmony with the agricultural and home 
life of your several communities ; select only sufficient topics 
and amount of work as can be well done during the year ; it 
might be well to outline the work month by month so that too 
nnich may not be attempted; four or five subjects properly 
plaimed for the year's work and well taught may be sufficient 
for the average school, for agriculture and home craft are to 
have only their appropriate share of the time and efiforts of the 
teachers and pupils, — the other studies must have theirs. 

The teaching of this subject will have reached the 
stage most helpful to the boys and girls when home and school 
work together heartily and sympathetically ; the teaching must 
fail in its highest and best sphere if it does not toucli and re- 
touch the farm, the farm home and all farm life; let it be our 
constant aim to make a happier and a better citizenship while 
we are making better farmers, and better home makers ; this 
being our ideal, the teaching of this subject will find its best re- 
sults and consummation in the homes and on the farm. 

Yours very truly, 

Frank W. Miller. 
January i, 191 5. 

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INTRODUCTION. 



It has been said that to know Nature and Man is the sum 
of earthly knowledge. But since man is the highest product of 
nature, there is really but one subject of study — the study of 
nature. Touch with Nature at first hand is the very breath of 
mental life. Children are born naturalists. In freshness, in 
lively interest, in originality, nothing equals a child. Its pro- 
gress in learning is exceedingly rapid during its first years of 
life. This splendid growth process of infancy may be pro- 
longed throughout life if the study of Nature has a central place 
in his schooling, if the love of Nature is implanted, and from 
it will spring the love of Art, of Science and of Religion. It 
has been well said that Nature Study is learning those things in 
Nature that are best worth knowing, to the end of doing those 
things that make life most worth living. Life is response to 
the order of Nature. Nature is all, over all, in all. Her laws 
are unchangeable. Nature is never against us. She is always 
for us. To have faith in Nature and learn of her is highest 
wisdom. Nature-study develops the power of observation and 
is the basis of all agricultural work. In the beginning we must 
fasten the children's affections on the region in which they are. 
We must teach them the common things with which they live 
from day to day. This is the new idea in Nature-study, that is 
coming gradually into our schools. In time gone by, the com- 
mon school has had little relation to the life of its community; 
but it is undergoing evolution and gradually its point of view is 
being changed. The West has been putting Agriculture into its 
common schools, as has also the South in great part. It has 
been discovered that Agriculture may be made the means of 
training the minds of the young people as well as of giving them 
information. The study of Agriculture is fundamental, as 
much so as Geography, Literature or Physics. City schools 
teach city life and the facts and atmosphere that go with city 
life, yet many cities are adding Agriculture because of its broad- 
ening influence. If we are to have a healthy country life and a 

(5) 



normal country people we must organize schools to teach coun- 
try life and the facts of country life. We must be able to get 
good men out of country life by founding and maintaining 
homes wherein good men of the future may find a place in 
which to be born. To live in harmony with one's natural sur- 
roundings has a moral influence upon character. The boy or 
girl who takes an interest in growing plants and animals can- 
not be so bad as the child who does not care for or love these 
things. There is nothing but goodness in most plants and an- 
imals, and the child who grows up in harmony with them must 
imbibe some of this quality. If the country school is to find its 
setting largely in the afi^airs, the interests and aspirations of 
rural life; if the school in the large city is to make the best use 
of the materials at hand, the teacher must give the course for 
this composite Nature-study-agriculture, which will enrich and 
vitalize other studies and the teacher who handles them as well. 
The teacher must be in sympathy with the work and also with 
the community in which he works. Sympathy is the ability to 
take another's point of view. It requires a clear head and a 
warm heart to get the point of view of the child and his en- 
vironment, but it is necessary in order to lead, to encourage and 
to assist him to clearer mental vision. 

THE teacher's DUTY. 

Every teacher ought to subscribe for several good farm 
papers and read them in order to get the modern viewpoint of 
the agriculturist. This will enable him to establish a sympa- 
thetic relationship with the community which is absolutely 
necessary before the best service can be rendered. Last, but not 
least, let every teacher in Ohio do some work in agriculture early 
this year. Remember, that all we eat, drink and wear comes 
from the soil. If you are teaching in the country, get your 
boys and girls to love their homes and to make them the most 
beautiful spots on earth. If you teach in a town or city, show 
your pupils that the only life worth living is the country life 
and to own a forty-acre farm is more to be desired than to be- 
come a drygoods clerk or a book-keeper for some coal dealer. 
Pupils so trained by an enthusiastic teacher will make a daily 
advance, not only in agriculture study "but in personal power, 
in general serviceableness, and in consequent delight." 



Training in this subject comprehends all educational aims. 
It culminates in scholarship, culture and service, and brings 
happiness to all. 

Nature-study must be taught concretely. Books and leaf- 
lets are helpful, but will not take the place of the object. There 
is no text-book of real Nature-study. Teachers, books, and 
leaflets should be guides to the animals, plants and min- 
erals. The child must see and handle the thing himself if he is 
really to know it. Nature-study should put him into sympathy 
.with common affairs and the questions of the work-a-day world 
and it should give him usable information. Sympathetic and 
vital contact with surroundings will create an ever-abiding 
interest in the mind of the child and help to neutralize the dead 
formalism of the school. It will open a way to a free, spirited 
and natural way of teaching and a less restrained and more 
wholesome outlook on life in the young generation. Nature- 
study will keep the teacher young and interested in life and 
enable him to teach with spirit and cheerfulness. What Long- 
fellow said of Agassiz may be said just as well of the teachers 
and children who have the true spirit of Nature-study : 

' "And he wandered away and away 

With Nature, the dear old nurse, 
Who sang to liim night and day 
The rhymes of tlie universe. 

"And whenever the way seemed long, 
Or his heart began to fail, 
j She would sing a more wonderful song. 

Or tell a more marvelous tale." 



PRIMARY DIVISION. 

(Grade i.) 



FALL TERM. 

The Nature studies of the First Grade will be largely in- 
formal, dealing generally with familiar material, increasing in- 
terest and cultivating habits of observation and description. 
There ought to be many excursions — if only around the school 
premises — sometimes on a voyage of discovery, but generally 
to obtain the necessary material or to satisfy some other definite 
plan. There ought to be a close connection between home and 
school, both material and treatment, serving to relate the school 
to the home. The beautiful in nature will be brought out as well 
as the useful. The moral side must not be neglected. Accurate 
observation, telling and doing, will lay deep foundations for a 
love of truth. Language lessons should be based chiefly on this 
work in order to stimulate the use of first-hand material, but 
not every piece of work should end in the inevitable essay. 

Discussion of summer experiences and out-of-door activ- 
ities. 

The home and who live there. What does father do? 
Mother ? Sisters ? Brothers ? 

Rooms in the house; uses of each, furnishings. 

Schoolhousd; rooms, equipment, uses. 

Why rooms should be clean. 

Public places; the church, store, depot, town-house, factory, 
bank, etc. What is done in each. 

Make and illustrate a weather chart for each month, serv- 
ing to teach days of week, name and character of months, sea- 
sons, birthdays, holidays, etc. 

Informal field studies : Discover and follow seed dispersals 
in dandelion, thistle and milkweed. Identify a few common in- 
sects, a few most familiar birds, autumn wild flowers. 

Plant bulbs of Chinese lily or paper- white narcissus in 
water. 

(8) 



Visit garden and farm to note autumn activities, harvest- 
ing, effect of frost. What the garden contributes; collection 
and simple study of common vegetables grown above ground ; 
below ground. Draw and color a few. How stored for winter. 
Where we get vegetables when we have no garden; where the 
grocer obtains his supply; how he keeps them. 

The pumpkin — in connection with Hallowe'en and 
Thanksgiving; the flower if available; the growth habit of the 
plant, Jack o' Lantern ; preservation of seed. 

Distinguish squashes from pumpkins. 

Identification of individual trees near school or home, 
representing by drawing two different species selected from 
willow, Cottonwood, elm, maple and oak. Autumn Arbor Day; 
transplant small seedling trees. 

The first snow fall ; observe descent of flakes, catch some 
upon cold dark cloth and study forms of large flakes. 

Animal pets about the home. Animals at work for us. 
Where kept. How cared for. 

Special study of the cat ; habits, special senses, mental 
traits, wild relatives, enemy of birds. 

The Christmas tree; purposes, source, decorations; ever- 
greens as distinguished from trees which become bare in winter 

Uses of coal, iron, gold, silver. 

Mining, lumbering and farming. 

WINTER TERM. 

Illustrated weather chart for each month. Winter games 
and sports. How winter affects the home activities. The short- 
ened day, noticing declining position of sun. 
Clothing — Purposes, kinds, changes, care. Primitive clothing. 
Identification of summer and winter materials. Sources of 
each. 
Shelter — What plants and animals do in winter ; why houses 
are necessary to people ; primitive homes ; building mate- 
rials. Uses of doors, windows, screens, storm doors, 
porches. 
Make doll house of pasteboard or box. Equip with furniture, 

rugs, utensils ; preserve distinction of rooms. 
Heating the home ; kinds of fuel ; source and supply of wood ; 
coal and gas ; carbon the heat former. 



10 

Food — Name articles of food ; where food comes from ; car- 
bon in food and how eating keeps the body warm ; winter 
sources; home storage; habits in , eating and drinking; 
source of water; methods of cooking; simple lessons of 
hygiene of nutrition ; care of teeth ; table manners ; thor- 
ough mastication ; value of good cheer and appetite. 

Care of house plants ; plant necessities — soil, light, moisture, 
heat. Identification of a few common house plants ; ob- 
servation and care of bulb plants started in the fall. 

The caged canary; habits, care; studied at home; other seed- 
eating birds. 

Breathing and ventilation especially in sleeping rooms. Oxy- 
gen, the life-bearer, and how people and animals must 
breath to get it. Simple lessons in proper habits. 

The five senses — Recognition, uses, practice and care of sense 
organs. Trace the senses among the animals ; why absent 
from plants'? 

Emergencies, — W'hat to do in case of cuts, scratches, burns, 
nose bleed, frost bites — lessons given as occasion affords 
opportunity. 

The horse — Uses, disposition, habits, care, fitness for service to 
man. 

Plant nasturtium in window boxes and in egg shells ; later trans- 
plant from egg shells to school or home garden ; advantages 
of early planting. 

Anticipations of spring; lengthening of days and other seasonal 
changes; weather, birds, trees — pussy willow, soft maples, 
elms, weeds, hibernating animals- — ins'ects, earthworms, 
snakes, ground squirrels ; preparation for gardening and 
lawns. Window boxes. Winter games and sports. 

Gather a few pupae for study as they emerge in the spring. 

SPRING TERM. 

Continue weather charts. 

Spring time activities at home; cleaning house; putting up 
screens and awnings; change in clothing; cleaning up the yard. 
Repairs ; identification and use of a few carpenter's tools. 

Follow changes in willow, soft maple, elm and study these 
twigs indoors. Opening of flower and twig bud; experiments 
in growing trees from cuttings in water, sand, loam. 



II 

Early growth of herbs ; iclentihcation of three or four com- 
mon weeds and of wild and cultivated plants by means of foli- 
age and habit of growth. 

Make home and field acquiaintance with a few most familiar 
birds; seek details of characteristic habits rather than a long 
list of bird names. 

Arbor and I>ird Day ; indebtedness to trees and birds. 
Plant seeds of elm. willow and maple or arrange to obtain them 
later if they are not now mature; plant cuttings of willow 
which were! started in earlier study; jjlant a young apple tree, 
if one can be obtained ; prepare and maintain a food table for 
birds; hang out threads, string or yarn as nest material; place a 
l)asin of water for birds where cats cannot annoy ; add mud for 
robins' nesting; keep cat from harming l)ir(ls. Have songs and 
recitation about birds and trees. 

The S(|uirrel and his habits. 

Identification of a few spring flowers ; simple wild fiower 
chart with dates. Transplant specimens to wild flower garden 
at school and home. 

The school garden. As a group, plant flower gardens and 
vegetable garden. Let each dhild have a share ; develop choice 
of these plants for garden, planting pop-corn for next winter, 
and sunflowers for ornament or for food for chickens or other 
birds. Care of garden. Follow home garden, if a school gar- 
den is impossible. Plant nasturtiums as border against building, 
fences or walk. 

If possible, study the frog and its development ; collection 
and care of frog spawn or tadpoles. 

Life history of moth or butterfly and observations upon 
specimens that develop from the pupae that have been gathered. 

References : Holtz Nature Study — Scribners. Hodge's 
Nature Study and Life — Ginn & Co. Cumming's Nature 
Study — ■ American Book Co. Schmucker's Nature r)Ooks — -J. 
B. Lippincott S: Co. Coulter & Patterson's Nature Study — 
Scribners. 



FIRST DIVISION. 

(Grades 2, 3 and 4.) 



FALL TERM. 

Make carefully planned observational tours to some place, 
field, garden, meadow, animal home (such as nest, burrow, barn, 
stable, sty, etc.), woods, flowing stream, spring, pond or lake, 
orchard, vineyard, factory, shop. Twice a week would not be 
too often. Let the children know the purpose of your tour be- 
fore starting. Do not have more than one or two objects in 
view for one tour. On the following day talk about your tour 
and what was seen and learned. Collect specimens. Let the 
children write compositions on some object they have studied, 
its use, cultivation, etc., and keep for exhibits at school and at 
the fair. This may be made a part of the work in language. 
Some of the reading lessons may be on subjects pertaining to 
agriculture. 

Aims of these lessons to the children : 

1 . Better and growing powers of observation. 

2. Thoughtful habits. 

3. Knowledge of a special kind. 

4. Power of comparison acquired and the ability to 
distinguish objects — dissimilar and similar. 

5. Storing useful information. 

The oral and composition work may include description of 
objects, their uses, cultivation, etc., in language and terms un- 
derstood by the child. All this may in many ways be used as 
a part of the recitation in other branches — as language, number 
work, oral geography, in fact the reading lesson some times may 
be upon subjects pertaining to Agriculture. 

Trips with the following in view : Efifects of the frost ; 
sprouting of the wheat ; corn well shocked ; birds yet to be seen ; 
quail haunts and protection of these birds; the apple orchards; 
apple picking; making cider; marketing the apples and cider 
(something of vinegar may also be learned) ; digging and mar- 

(12) 



13 

keting potatoes arfd sweet potatoes ; growing garden products ; 
wild flowers; the forest trees getting ready for winter; make 
a collection of all kinds of seeds ; caterpillars and other small 
animal life as time and the progress of the class will permit. 

Plan the trip before starting; do what you intended to do 
on the trip ; development of the pupils' powers to see and appre- 
ciate the things seen and to think must precede the develop- 
ment of the powers of expression. Oral exprssion in these 
grades should precede written work ; elegant, forceful written 
work will lay foundations for thorough work in the science of 
Agriculture in all the grades. 

What to observe: 

I . Around the farm home : The flowers, the shrubs, the 
fruit and shade trees, the plants of the garden, the grains in the 
granaries and cribs, preparations for winter feeding, and hous- 
ing, care of the farm animals, the pets of the children, the poul- 
try ; name the farm machinery and tools, and note the care of 
them ; weeds, insects and birds. 

II. On the farm: The plan of laying out the farm, 
names and number of fields, the woods, the fences, farm crops, 
harvesting of corn ; the weeds and flowers ; the trees in the 
woods, the trees along the roads and lanes, the shade trees and 
the fruit trees, the farm animals and their uses; the farm pro- 
ducts, the selling and marketing of the same or their preserva- 
tion. 

Continue weather observations. Note the time of the first 
frost and the first snowfall. Is the first frost more severe in 
high or low places? 

Gather all kinds of seeds and place them in properly la- 
beled bottles for study and display. Get the children so familiar 
with them that they can distinguish them one from the other. 

Seied distribution: cocklebur, Spanisih needle and burdock 
stealing rides on animals and people. Hickory nuts, walnuts, 
acorns and beech nuts carried by squirrels. Squirrels gather 
beechnuts into piles, which are sometimes discovered by boys. 
Seeds like those of cherries and berries carried by birds. Seeds 
of tumblegrass blown by wind. 

Preservation for winter and spring use of apples, potatoes, 
celery, cabbage, sweet potatoes and pumpkins. 



14 

A'alue of warm and sanitary stables for farm animals and 
poultry. 

Observe the flocks of blackbirds in autumn and find out 
where they go. Study the migratory habits of birds. What 
birds remain with us all winter and what do they eat? Teach 
the children how to keep the birds with us all winter. 

How to protect rose bushes, strawberries and rhubarb for 
winter. 

Preparing for and sowing wdieat ; corn cutting ; the shock ; 
naming all parts of the stalk ; the silo, the pumpkin crop. Uses 
of garden products, and fruits; canning of fruits. The value 
and beauty of shade trees ; beautiful color of leaves in autumn. 

III. On the way to school and around the school house: 
Direct the pupils to make note on paper of the things they see 
and hear; set them a task by assigning one or two things to 
look for on each day to and from school, as, 

Number and kinds of birds ; work of some one in the fields 
or garden; domestic animals seen; specimens collected of 
flowers, seeds, fruits — wild and domes'tic. 

General Suggestions. 

1 . The water in streams is miiddy after a heavy rain be- 
cause it is carrying soil and clay. Allow a tumbler full of 
muddy water to stand till mud settles. Pour ofif the clear water 
and allow the mud to dry. Examine. Streams wear their chan- 
nels deeper and ravines are slowly formed. Teach this in con- 
nection with oral geography. 

2. First lessons in sowing and planting are most impress- 
ive — the more so if the children do the work — all the work. 
Try it; ,have them plant at least one tree in October, let them 
do all the work, for they will be happy at it and happier in the 
spring when they see the leaves. Let them test some seed wheat 
in the seed tester. 

3. Get some bulbs and have the pupils make a bed and 
plant them; you will all be delighted in the spring to see the 
bloom, and then you will have some material for spring study. 
Then do not forget that all this work at school is not yet what 
it should he if some of the same work is not done at the home 
of each and every child in these classes. 



15 

4- A trip to see some one thing of special importance — 
a tree for its foliage or fruit, its leaves, or signs of disease; to 
see a fine flower or garden bed; to look up the iiaunt or the 
nest of a wild animal or bird. 

5 . Young as these pupils may be it is the time to interest 
them in agricultural literature. Have the farm papers and na- 
ture study books at hand and assign short pieces to be read 
privately and reported to the class orally. 

6. Have an exhibit of the work done at least every two 
weeks and invite the patrons in. Keep the best of these exhibits 
of every child's work for a general school exhibit of the town- 
ship or village; keep the best of the township exhibits for the 
County and State Fair exhibits. 

/. Let the teacher come to this task with a will to do as 
well or better in this subject as in any oifber. The next step will 
be to demonstrate to the pupils that the farm on which they live 
is their home and is just as full of life as their own flesh and 
blood; it is not essentially a dry and disinteresting expanse of 
lifeless dirt and stone; above all, it is not 'a less refined place to 
live than the city, or the village — these ideals must the success- 
ful teacher love and enjoy. 

8. Organize a literary society or club; use t)"-^ ^^eal clubs 
of women, or other persons to assist in interesting and (helping 
these young people in what they do. Have some sewing, bak- 
ing and cooking done by them ; have them write or tell at school 
about observing the baking, cooking or canning dome by mother 
or sister at home. 

9. Place several subjects from this work upon the public 
progTami^ that the school renders from, time to time. Origin- 
ality of the collections of specimens and in the expression 
should be good reasons for placing pupil on the program on 
these occasions. 

10. In these grades the cultivation of the reading ihabit 
on these topics should begin and be followed j^atiently by the 
teacher. Havq some "^/viVc qx^d pa,pers adapted to these chil- 
dren always at hand. 

11. ^n the study of the plant, teach the child to name all 
■^c parts, describe them, and give their uses. Care should be 
exercised so as not to require more than the ability and habits 
of the child can digest or fully comprehend. Collecting and 



i6 

moumting specimens form a good foundation for this work. 
The study of any animal may be pursued on the same general 
plan. 

WINTER TERM. 

See suggestions for the Autumn term. 

Retain many of the specimens of the autumn work for the 
fair exhibits and for the winter lessons. 

The reading class, the oral geography and physiology 
classes are timely places for much work in this subject. Assign 
a topic now and then to be worked out in these classes. Read 
about some subject appropriate to the grades and the season. 

Observation trips zi'ith the follozving in view: 

The condition of the lawn and garden so as to endure the 
hardships of winter and to be ready for the spring planting ; 
the orchards and fruit lots, the buds, the sap ; do all trees shed 
their leaves at the same time? 

Farm Animals: 

The care and shelter of farm animals during the winter 
months; the bridle bit should be warmed on a cold morning be- 
fore put into a horse's mouth ; the feeding of such animals ; 
the care of the stables, poultry houses and cellars. The farm 
shop and the tool shed, name of each tool and its uses, and care 
of these. The expectation of these observation visits will have 
a most salutary and uplifting effect on the farms and in the 
homes that you visit. 

The Birds — Those that have migrated; those that will re- 
main all winter ; the feeding and housing of these birds and 
does it pay. 

Have some research work done by pupils and shown by 
them in the public programs by the school as a part of the 
exercises. 

The hibernation and habits of wild animals ; description of 
the wild animals native to the school district and the mother 
care of these wild animals is interesting to the pupils and will 
be followed by them very happily if well directed by the 
teachers. 

The frost and its effects — The frozen plant, frozen fruit, 
and frozen water, how protect from the frost, a strawberry 



17 

bed prepared for the winter, fruit and vegetables preserved in 
cellars. 

Continue weather observations. Learn to locate and recog- 
nize the Great Dipper, the North Star, the Pleiades, Orion. 
Note tine elevation of the sun at noon, and if there is a south 
window, how far the sunlight shines into the room ; the time 
and place of the rising of the moon and sun and something 
about the phases of the moon. 

Special study of the cat, of the dog and two or three other 
farm animals; their habits, senses, food uses, domestic and wild 
relatives. 

Teach the reading and uses of the thermometer. Study 
how the house is heated, how ventilated; value of sunlight, uses 
of sunlight, power of the direct vertical rays over indirect or 
slanting rays; all kinds of fuel. 

Study of different soils after the crops are harvested and 
where the ground is bare. Pick up stones that show effects of 
weathering. Stones decay. This decayed stone material 
mingled with vegetable matter forms soil. Compare with rust 
of iron. 

Make collections of such seeds as are to be found; learn 
to name each when presented separately ; let each pupil make a 
collection for the school and fair exhibits. Seeds of orchard 
fruits and garden vegetables may be arranged in exhibits and 
learned by, sight by these pupils. Make a seed tester and get 
ready for the seed testing; let the children take an individual 
part in all this work. 

The limbs and branches of tlie different kinds of trees — 
evergreens, forest and fruit trees — may be seen and studied 
at different times so as to note difference in structure and buds. 
Compare leaves of evergreen with those of the deciduous trees. 

Ears of different varieties of corn may be brought to school 
and studied; size of grains and their quality, size of corn on 
good ears and on the improperly portioned ones, varieties of 
corn in the immediate neighborhood, popcorn and the popping 
of it; the study of stover, forage, meals and other feeds; the 
care of the corn cribs; the prevention of rat, mouse and other 
destruction of the grains; the shelling and grinding of corn. 

Put some seeds to soak now and then and have the pupils 



i8 

write and tell orally what they see. The value of the proper 
care of all seeds during- the winter can now be well taught and 
thoroughly learned. 

Visits to a market to see and learn the marketing, the 
names of new objects, the buying and selling, the care of fruits, 
vegetables, etc., and preparation of these to be bought and sold. 
The shipping of vegetables not native could be the basis of a 
fine lesson in agricultural geography. 

Have experiments with the growing of cuttings, seeds, 
bulbs, etc., in boxes of loam or sand. Study these and have the 
observations written up and told by the pupils from time to^ time. 

Study native wild animals, their habits, covering, home, 
hibernation, etc., have the pupils learn the native wild animals. 

The poultry yard and house, care of laying ihens, the gath- 
ering of eggs and the care oif all these are fine topics for pupils 
of these grades. Construct buildings out of paper, showing 
nests and roosts. These make fine drawing and composition 
lessons. 

General Suggestions. 

1 . Tht trips in the winter season shoiild not be as long as 
::: other seasons, they may be more specific so as to take less 
time if the weather is bad. 

2. The work of the autumn should often be recalled and 
reviewed ; specimens should be gathered and collections made 
that make a good exhibit. These should be preserved and 
shown at the school displays and at the fairs. 

3 . Efifects of heat and cold should be well taught, — 
effects upon plants and animals. 

4. Better farmers and farm life should be a coiistant aim 
in all this teaching. While we teach clean fields and gardens, 
we also teach clean bodies and minds in our pupils and the re- 
sult will just as certainly be reflected in the citizenship of the 
future. 

5. The ihabit of killing the wild animals and birds is now 
as never before a fruitful line for thought and should be count- 
eracted by skillful teaching as fast as possible by creating dif- 
ferent ideals and teaching the real uses of the different birds 
and animals; most of them are very useful. 

6. The helpful sympathy and encouragement of the pa- 



19 

trons in this teaching is also to be an aim ; that they too may 
learn is to be expected for they never had the opportunity to 
study these things in school. So teachers of boys and girls are 
also teachers of men and women both of the present and of the 
future. 

7. The winter months are the ones to use especially fox 
exhibits that the public should see, for it is at this time of the year 
that people like to be entertained ; exhibits of garden products 
that are being kept over, oi soils and soil testing, of grains, 
fruits, insects, seeds of all kinds and seed testing, plans for the 
farm and for the garden for the next year, drawings, paintings, 
articles sewed, embroidered, etc., all make fine displays and each 
has its lessons for the children and for those who, see. Contests 
if conducted without friction are also good drawing cards for a 
school exhibit. Let the bulletins, books on Agriculture and Na- 
ture Study, and the .courses of study be parts of the exhibit at 
all times. 

The minerals of the neighborhood, the soils, etc., are splen- 
did subjects for nature study work at this season of the year. 

The physiology and hygiene of the farm animals can be 
well taught in this work in these and all other classes. 

The materials for the County and State Fair exhibits can 
easily be taken from these displays and preserved until the time 
they are needed to be prepared for the fairs at the close of 
school. 

SPRING TERM. 

In addition to the aims set forth in the work of the Autumn, 
one more aim needs to be kept in view in the spring work in 
these classes, namely : The value of proper preparation for the 
planting in every detail — selecting soils, preparing soils, select- 
ing seeds, tools in order, fences in order. 

Investigate the results of previous work, such as looking 
into the hot beds and cold frames and the starting of such if not 
already done; the examination of the rhubarb and strawberry 
beds; the hyacinths, jonquils, crocuses, and tulips are very in- 
teresting study now wihen the children are so anxious to see 
something growing; the onion and lettuce beds should be well 
along, especially the former if there was any fall planting ; trams- 
plant wild flowers and plant seeds. The fall work for the ex- 
3 



20 

termination of weeds by destroying the old weed stalks and 
seeds by burning will now show its resutls and the attention of 
the pupils ought to be called to the value of this kind of work. 

Around the farm house notice the condition of the flower 
beds, the garden and the fruit orchards ; complete the prepara- 
tion of these for the Spring planting and for the proper cul- 
tivation, fertilizing, spraying, etc. Learn the names of the dif- 
ferent trees and plants found on the gro'unds; the walks and 
roads around the farm home and how to make them and keep 
them in order. Examination of the seed collections to see if 
thiey have kept well ; planting seeds from these collections to 
see if they will grow. Note how the seeds have been preserved 
in different homes and call thie attention of the children to the 
best methods of preserving grain, fruits and seeds of all kinds. 

Get a measurement of each of the gardens represented in 
the class and use it in the arithmetic classes and for the purpose 
of planning what to plant in them. Study the plants and plans 
used the preceding year or years and teach the pupils how to- im- 
prove upon them as tO' the beauty and utility of the gardens. 
Have the children draw plans for the flower and garden beds 
and for the whole lawn and garden at their homes; visit some 
of these that are well planned and point out the various use- 
ful and beautiful phases of each lawn and garden. Call atten- 
tion to trees and other objects in the garden. Is it a good thing 
to have trees in the garden? Why, or why not? 

Plant some flower and garden seeds in egg shells and in the 
seed tester;- show some seeds growing on wet cotton or under 
wet cloth; transplant the yoimg plants, teaching the children 
how to do the work so* as to be successful, using great care to 
every detail and that the pupils grasp the idea of each step ; 
have the pupils do' the work and use all patience with them in 
their effort; if any fail, have them try again. 

Visiit some homes for the purpose of observing the house 
plants ; it may have been well to have told the pupils that such 
visits as these would be made and then each home would have 
striven to have had something to show to the classmates when 
the observation visit was made. 

Continue weather observations. 

Study dew, rain and fog. 



21 

This work can be best studied by trips to the woods, 
streams, railroads and other places of interest. 

Trips to the woods to watch the new buds open, to name 
the trees, to learn to know the trees by their foliage, bark and 
general outlines, also study the blossom. 

Other trips to these woods to study the bircU, their habits, 
their home-making, their food gathering and their real use to 
the garden and farm. The names of all the birds that remained 
over winter should have been wiell learned and then as the mi- 
gratory birds come back in this season their names should be 
learned and the bird studied. Teach early in the school lif^ of 
the child the useful birds and teach the special uses, and then 
we shall learn how few of the bird family there are that are 
not useful, for very many that we in the past have called ene- 
mies are in reality our friends and help very materially in the 
holding in check of the destructive insects; then back of the 
songs you and your pupils can hear on your excursions, think of 
the beauty of color and happy bird life you can see and feel. 

The building of bird houses, the collection of material for 
the nests, and hOiW the children can aid in this, the actual build- 
ing of the nests, the eggs, the hatching and feeding the young, 
the rearing of the young and' the flight from the nest. A most 
important element to be taught is the protection to be given these 
bird friends. With the forests thinning out more and- more, 
the birds must be encouraged and assisted to make their homes 
with us. 

The language work is alive when we use such topics as 
birds, bird life, and excursions among the birds as the basis of 
bur language work; such material is here found and it is a live 
matter in one channel of book language work year after year. 

A trip to the banks of a stream to observe the flow, the drift 
and sediment carried, the deposits along the banks, the effects 
of the currents and eddies, the flow of ditches, springs, smaller 
streams, etc., into it, all have a special meaning. If thoughtfully 
planned as a class afifair and as a recitation these trips will dawn 
upon the pupils as lessons in drainage, on erosion, on fertilizing 
the land by deposits of the overflow of streams, on the value or 
harm of running streams, upon the health of the. people by 
carrying away the refuse, garbage, etc., and, in addition to all 
these objects the subject of commerce over the running streams 



22 

may be elaborated upon and then lead the children from that 
to the study of commerce upon the canals, lakes and oceans. 

A trip to the railroad depot or to the railroad to see the 
trains load and unload the express matter and freight, or simply 
to watch the trains pass and observe the products the trains 
carry to and from the neighborhool. Also study the other prod- 
ucts carried to the farmers and observe the people traveling. 

Many children and others, too, do not know the dif- 
ferent plants — both wild and domestic — in their very young 
state; so a trip now and then to study the young flowers, weeds 
and vegetables, to know them by their earliest leaf productions 
will be worth while. Some of the seed collected in the autumn 
ought to be planted and the growth watched from day to day. 
By this method the pupils will recognize many of them. 

The results of these trips can be worked out in the oral 
agricultural lessons and in the language work. The collection 
of interesting objects of study sihould be a very important part 
of every trip. Young as these pupils are they can be taught 
some oi the diseases and the most harmful insects that visit the 
orchards and fields. The results of these trips to a language or 
geography class will rejuvenate the spirit of these classes even 
if the pupils do not understand all the technical parts of the 
subject. 

Note to Teachers. — The work under many of these suggested 
topics can well be carried on in the summer or vacation time, especially 
under the direction of the district superintendents and teachers who are 
employed for a longer time than the regular school year. It will be well 
to work out a system of home credits for the work of the pupils in all 
agricultural and household subjects. 



SECOND DIVISION. 

(Grades 5 and 6.) 



FALL TERM. 

Sources of Information. 

In this division pupils should be taught the sources of valu- 
able information for the student of agriculture. Important in- 
formation can be secured from the following departments : 

1. United States Department of Agriculture, Washing- 
ton, D. C. 

2. Ohio Agricultural Experiment Station, Wooster, Ohio. 

3. State Board of Agriculture, Columbus, Ohio. 

4. State Superintendent of Public Instruction, Columbus, 
Ohio. 

5. The ^Agricultural College, O. S. U., Columbus, Ohio. 
The Ohio Experiment Station, The Agricultural College, 

and the State Board of Agriculture and the Department of Pub- 
lic Instruction send instructors and lecturers where the public 
may require their assistance. 

It is the duty of the teacher to encourage co-operation be- 
tween the community and these departments that are prepared 
to give assistance in agricultural instruction. 

To know how and where to get information is part of an 
education. The teacher can show that agriculture is one of the 
broad'est fields for the development of the intellectual powers ; 
that it is the study of the three great kingdoms of nature; 
the mineral kingdom, the vegetable kingdom and the animal 
kingdom. 

Write for Bulletin 19, Division of Publications, U. S. De- 
partment of Agriculture; this is a classification of all the publi- 
cations of this department for the use of teachers. 

There is much illustrative material that can be obtained 
free of cost by those who will take the pains to write for 
it; teachers can secure from manufacturers many samples of 

(23) 



24 

manufactured products, to show what can be made from the 
raw material of the farm. 

Send to the U. S. Department of Agriculture for legume 
cultures for experimental purposes; food product maps; metric 
system charts; chart of the classification of clouds; a territorial 
map ; and other similar publications from the government. 

The Community. 

This work s'hould begin with a study of community life. 
The child should know the people of his community, and how 
they live; how the community supports itself, and its relation to 
the neighboring communitiies ; how churches, schools, roads, tel- 
ephones, telegraplis, maili routes and many other modern con- 
veniences came to be here; pupils should be taken on trips to 
visit shops, mines, and factories where they can have an oppor- 
tunity to see different classes of the leading trades of the coun- 
try; let them see the working of levers, pulleys, derricks, cranes 
and steam shovels; examples of water power, steam, electricity 
and gas. Let them see the traffic of the city and the different 
occupations represented ; transportation, commerce and manu- 
facturing; methods of transportation on lakes, rivers and ca- 
nals ; on railroads and public highways. 

Study the subject of soils; how they were formed; the lay 
of the land and how it is drained ; what the farms produce and 
why ; road building methods ; tools and materials used in con- 
struction ; costs and benefits to be derived. Teach the important 
facts pertaining to the community. 

Let thie children go on excursions from the city to the 
country ; let them come in touch with rural life ; let them see 
some model farms with their well-kept and well-arranged build- 
ings; the bams filled with grain, feed and wiel'l-keipt stock. 

These trips may be used to furnish material for corruposi- 
tion and language work. 

Plants: 

Continue garden work started in spring; care of strawberry 
beds' and plants, raspberries and other plants in winter; tree 
planting in the fall; study contrast between evergreen and de- 
ciduousi trees; plant nuts, peach seeds, acorns, and other seed? 
that come up the following spring. 



25 

Study the coloration and fall of autumn leaves ; study 
changes as they take place in the oak, maple and a few other 
trees ; make collections of leaves, of the walnut, elm, oak, willow, 
basswood, apple, thistle, clover, timothy, and other familiar 
leaves; arrange collections artistically on cardboard, in herbari- 
ums, or in some manner suitable for displays at township, county 
or state exhibits; leaves can be assembled in groups from their 
resemblance in venation, in base, in apex, in margin. Learn to 
recognize the leaves of each kind of tree represented in your 
collection. 

Make a collection of different varieties of wood found in 
your part of the state ; cut into sections or blocks of uniform 
size and length ; show effects on the grained surface by cutting 
blocks lengthwise and at dift'erent angles ; quartersawed ; effects 
of planed and polished surfaces; modes of finishing woods. 

Learn to recognize and name the dift'erent kinds of wood 
from the characteristics of the bark; the sawed surfaces; the 
rough and the polished sides. 

Study the fonnation of grain ; the texture and arrangement 
of cells ; the rings of annual growth. 

Study commercial uses and values of each ; make a list of 
dift'erent kinds of woods and explain how used in construction 
of dwellings. 

Study the woodman's life, forest and game preserves; con- 
servation of our forests; natural resoiiroes; coal; waterpowers; 
water rights; iron; lead; copper; mines. 

Make a drawing of a corn plant which has been carefully 
taken up by the roots. Cut across a piece of stalk ; cut it length- 
wise and examine structure; examine threads, air ducts, and 
outer part of stalk; note arrangement of leaves; circulation of 
sap ; observe position of roots ; study effects of cultivation, ex- 
amine tassel ; stamens ; pollen ; pistils. 

Remove husks carefully from ear of corn ; examine silk ; 
fertilization; make collection of dift'erent types; study history; 
statistics ; make collection of ten good ears ; study uniformity ; 
shape; weight; study kernel; draw diagram; structure composi- 
tion; locate color, starch, gluten, hull, germ, tip and crown; ob- 
serve number of rows, sides of kernel, embryo; study feeding 
value, and commercial value; manufactured products. 

Make a collection of apples from your neigthborhood ; study 



26 

color, flavor, texture ; market value, adaptibility, keeping quality ; 
cut crosswise and lengthwise and make drawings, observe star 
shaped arrangement of seeds ; name parts ; name parts of flower 
and show what] part remains on an apple ; study other fruits 
in same manner; preservation, preserves, uses, manufactured 
products. 

Animals: 

Make a list of the animals of the farm, forest, stream in 
your neighborhood; this will include mammals, birds, reptiles, 
fishes, frogs, insects and other animal forms; explain differ- 
ence in life ; study beneficial and injurious forms ; when possible 
make collections ; make list of most useful and most injurious 
animals ; make a comparison of the respective values oi horses, 
cows, hogs, sheep, cattle and poultry; make a Hst of the manu- 
facturing industries dependent upon these products of the farm. 

Make a comparative study of the acorn and the tgg; of the 
life of a tree and a bird; of the life of a frog and a fish; of a 
bee and a butterfly. Identify fish of the neighboring streams; 
those on the market. Study methods of catching; fish culture; 
learn the classification of a few such animals as the snail; tor- 
toise; clam; eel. 

Study migration of birds. Study care and protection of 
birds that stay with us over winter. Study birds as seed and 
worm destroyers, classify the birds of prey ; songsters ; waders ; 
climbers ; game birds ; domesticated fowls. 

The Ohio Experiment Station has prepared a, bulletin on 
Ohio birds. It has been prepared expressly for the use of Ohio 
teachers, and will be mailed to you, if you will send your ad- 
dress to the station at Wooster, Ohio. 

Write to the National Association of Audubon Societies, 
141 Broadway, New York City, and ask for samples of leaflets, 
and directions for organizing a Junior Audubon Class for bird 
study. Send for Special Leaflet No. 22. 

Have a lesson on the grasshopper. Make a collection of 
grassihoppers ; name dififerent parts of organs ; legs, head, tail, 
wings, feelers ; note the number and arrangement of the legs ; 
observe shape and difiference in size; shanks of hind legs; ex- 
amine the antennae. Where is the grasshopper's backbone ? Ob- 
serve difiference between vertebrates and invertebrates, 



27 

Make a similar study of the honey-bee; the cricket; house- 
fly and other insects. Study manner in which insects produce 
sounds. 

Draiving. Study colors and drawing. 

Without drawing and coiloring, our study of flowers, birds, 
and insects will fall very far short of serving its highest pur- 
pose; observation, imagination, and creative power must go to- 
gether. The Audubon Leaflets with outlines for suggestions 
and colorings can be of great assistance. 

Minerals and Soils: 

Make collections ; pebbles, rocks, minerals, fossils ; arrow 
heads and other relics of America's early inhabitants. Observe 
evidence of glacial period ; evidences of lake beds ; study bottom 
lands and source of alluvial deposits ; difference between soil 
on high and low grounds; identify rocks and soils; study origin 
of gravel, sand, silt, clay, loam, muck, effects of atmospheric 
agents and elements on wearing away of hill sides; courses of 
streams; disintegration of rocks. 

Farm Lands\: 

Let pupils use sand to show topography of immediate lo- 
cality ; draw map of a well-drained farm and illustrate eleva- 
tions, depressions with relief worked out in sand; show water 
courses; arrangement of fields. Show location of buildings, or- 
chards, wells, woodlands, pasture lands, crops and other impor- 
tant features of farm management. 

Study preparation of lawns; arrangement of trees, shrubs, 
vines, flower beds ; seeding, rolling, watering, fertilizing, weed- 
ing, study plans for beautifying home grounds and dwellings; 
study advantages of order, arrangement, system, cleanliness and 
sanitary conditions in all the buildings and their equipments and 
environments. 

WINTER TERM. 

The teacher can give instruction in agriculture by correlat- 
ing it with every branch taught in the elementary schools. 

Composition and Language: 

Obtain colored pictures of famous paintings; there should 
be pictures of animals, rural scenes, and landscapes hanging on 



28 

the walls of the school room. The. pupils should be required to 
talk and write of their trips to the rivers, woods, fields, barns, 
factories and cities. 

Reading: 

Select lessons in reading adapted to the season and to the 
subject to be studied; read from books on nature; text books 
on agriculture. When studying birds read from the best selec- 
tions on birds by the best pro'se and poetical writers; (see list 
of selections and books). Make reading the exponent and ve- 
hicle of good things. 

History: 

Study causes for the agricultural and industrial develop- 
ment of the U. S. Study the progress made in labor saving 
machinery and its influence on dififerent parts of the country; 
study the history of corn and; other products; learn something 
of the life of Luther Burbank, Thomas A. Edison, and other 
men of science. 

Physiology and Hygiene: 

Make a comiparative study of the structure of the physical 
organism of man and some of t'he lower animals ; send for the 
"Farm, Stock and Family Chart", by the Orange Judd Company, 
New York. Send to The U. S. Dept. of Agriculture and get 
the Food Products Maps; these will facilitate the teaching of 
composition of food materials; study 'hygienic laws in construc- 
tion oi farm buildings ; care of animals ; study sanitation with 
reference to water supply. 

Geography: 

Study the map and learn the location of the region produc- 
ing each of our leading agricultural products; study the states 
that lead in the production of each ; explain causes for difference 
in products; construct relief maps and product maps; arrange 
a corn map, a miap showing location of other staple products 
and also an animal map ; send to Washington to the department 
of agriculture and ask for Crop Reports published by the Sec- 
retary of Agricutlure which will show distribution of products 
and give valuable statistics; this will furnish supplementary 
work correlated with Geography 



29 



Arithmetic: 



Give supplementary problems with the lesson in arithmetic ; 
have practical agricultural problems ; they should combine the 
facts of agriculture with mathematical training; feeding prob- 
lems; balanced rations; nutritive ratio; mixing of fertilizers; 
mixing sprays; construction of buildings; silos; cribs; gran- 
aries; tile drains; fences; road building; ditching; problems in 
seeding; planting and harvesting of wheat, corn and other crops; 
marketing; \egg production; trade problems; make all problems 
practical and applicable to the every day transactions of the 
community by consulting the daily market reports. 

Plants: 

Study a tree and name different parts ; functions of parts ; 
plant foods; sources of nouris'hment ; study relations of air and 
leaves ; roots and soils. Learn to recognize some of the com- 
mon trees oi the forest; name the best kinds of firewoodi; some 
of the best co^mimercial woods; study treatment for lengthening 
the durability of buildings, post, ties, paving blocks, shingles. 

Review study of flower and weed specimens in your herba- 
riums. Distinguish underground stems, bulbs, and tubers from 
roots; collect exhibits of each. 

Study plans for the home garden; for experimental plots; 
make collections of flower and vegetable seeds ; prepare seed 
testers; construct cold frames, hot beds and study methods of 
propagating plants. 

Send to some good seed house for catalogue; make selec- 
tions for spring seeding; toward spring test the germinating 
power of seeds. 

Send to the Ohio Experiment Station for the following 
bulletins: The Spray Bulletin; The Ohio Weed Manual; Ohio 
Plant Diseases. 

Discuss plans whereby a boy could produce the greatest in- 
come from an acre oi ground ; a farmer on ten acres ; on twenty 
acres ; on forty acres ; on eighty acres. 

Have corn judging contests ; organize for a corn growing 
contest; form boys' and girls' agricultural clubs. Hold agricul- 
tural exhibits. 



30 

ANIMALS: 

Observe how the chipmunk, vvoodmouse, woodchuck, and 
muskrat prepare for winter; how they live; animals that hiber- 
nate; make an investigation of what becomes of certain insects 
and snakes in winter. 

Household Pests: 

Study methods for the destruction of mice, rats, flies, mos- 
quitoes, moths and other vermin ; send to the U. S. Dept. of Ag- 
riculture foir the following bulletins: (Farmers' Bulletins.) 

155. How insects afifect health in rural districts. 

459. House Flies. 

369. How to Destroy Rats. 

383. How to Destroy English Sparrows. 

Send to the Bureau of Entomology, U. S. Dept. of Agri- 
culture for circulars: 

34 — House Ants ; 36 — The true Clothes Moths ; 47 — The 
Bedbug; 48 — The house Centipede; 51 — Cockroaches; 71 — 
House Flies; 108 — House Fleas. 

Send for circular 76 — List of Publications of the Bureau 
of Entomology. 

Name the fur-bearing animals of your locality; explain 
causes for difference in values of winter and summer furs; 
name some animals that yield most valuable furs; study effects 
of cold weather on the hair of domestic animals ; observe effects 
of blanketing horses; note the change of colors between summer 
and winter in fur-bearing animals. 

Observe difference in quantity of feed required between 
summer and winter ; explain causes ; explain balanced rations ; 
why hens fed on corn alone may be fat, but not produce many 
eggs ; observe difference in feeding beef and dairy cattle. Will 
a feed that produces fat be the same as that which is, a good 
producer of milk? 

Study the prodiucts of milk and beef; name the uses of 
hides, leather, bones, tallow, fat, hoof, hair, and other parts of 
slaughtered animals ; what great industries are dependent upon 
the production of cattle, sheep, hogs and poultry? 

Observe difference between herbivorous and carnivorous 
animals ; name some that live on both flesh and vegetables ; study 
the dog and his relatives ; the cat and his relatives ; name some 



31 

animals that live in water and some that live both on land and 
in water; can we always distinguish clearly between plants and 
animals? Between organic and inorganic bodies? 

Make observations and collections to show how closely the 
three great kingdoms of nature are merged into one another 
and how we can scarcely draw the lines of demarkation. 

MINERALS: 

Secure specimens of iron ore, different kinds of coal, lime- 
stone, sandstone, shale, marble and granite ; explain how coal 
is formed from vegetable matter ; limestone from shells ; sand- 
stone by nature's process of cementing together grains of sand ; 
how shale is formed from mud ; uses of limestone, sandstone 
and granite for building purposes; stones used for road build- 
ing; how lime is obtained from limestone. 

Have a specimen of a well weathered rock; study how clay 
is formed ; sand ; pebbles ; explain how the dififerent agencies 
have transformed the rocks into dififerent types of soil. 

Study soil water; make experiments to demonstrate perme- 
ability and capillarity of soils; show the ascent of water in dty 
soils by use of glass tubes or lamp chimneys; make experiments 
to illustrate the process of osmosis ; sbow efifects O'f working 
clay soil when wet ; show efifects of a mulch to retain moisture ; 
explain irrigation ; test soils for lime ; test soils for acidity ; show 
effects of freezing, liming and humus on a clay soil. 

Farm Management: 
Water: 

Study dififerent sources for securing water ; artesian wells ; 
open wells ; waterworks ; fiiltered water ; sterilized water ; difife^'- 
ence between soft and bard water; difiference ini the city and 
farm method of getting water; study types of pumps and wind- 
mills ; reservoirs, tanks and cisterns ; method's of heating or cool- 
ing for house use or for stock ; study how water may become 
contaminated and contain disease germs such as typhoid ; ex- 
plain danger in using cups found at public drinking places ; 
study new sanitary methods for drinking places. 

Ligkting and Heating: 

Study systems of heating; the fan, steam, hot water, and 
gas systems; wood stoves and coal stoves; the fire place; study 



32 

chimney construction; protection from fire; study combaistion; 
efifeots o'f oxygen; observe movements of cold and warm iajr; 
a modern system of heating and ventilation ; explain principles 
of ventilation; study principles of the kerosene lamp; of elec- 
tric lights ; gas lights ; send to the Standard Oil Company for 
samples of the products of oil ; study nature, use and dangers 
of gasoline, acetyline, benzine, electricity. Send to Dept. of 
Public Instruction for Guide to Safety. 

Tools and Farm Mechanics: 

Send to the Ohio Experiment Station for bulletin No. 227, 
Farm Equipment ; make a list of the tools needed on a farm of 
80 acres ; study cost as given in above named bulletin ; study 
losses caused for want of care ; name the tools that belong to a 
carpenter's outfit ; name some tools every boy and girl should 
learn to use ; study care of tools ; preventing rust ; name tools 
of a blacksmith shop. 

Study principles involved in the construction and operation 
of farm machinery; mower, reaper, fanning mill; separator, 
cream separator, milk tester, pumps, wind mills, engine, elec- 
trical apparatus, water power, spraying machinery, seed drills, 
and other important and complex machines of the farm. 

Schools should have courses in manual training; domestic 
science; there should be baking contests, sewing contests; in- 
struction in household economy; learn to construct handy 
household articles ; ironing boards, broom holders, shelves, cases, 
boxes, tables and other useful articles. 

And. above all things else, let the boy have his pocket knife 
for, 

"In the education of the lad, 
No little part that implement hath had, 
His pocket knife to the young whittler brings 
A growing knowledge of material things. 

Projectiles, music, and the sculptor's art, 

His chestnut whistle and his shingle dart. 

His elder pop-gun with its hickory rod, 

Its sharp explosion and rebounding wad. 

His corn-stalk fiddle, and the deeper tone 

That murmurs from his pumpkin-stalk trombone. 

Conspire to teach the boy. To these succeed 

His bow, his arrow of a feathered reed. 



33 

His windmill, raised the passing breeze to win, 
His water wheel that turns upon a pin, — 
Or if his father lives upon thq shore, 
You'll see his ship, "beam ends upon the floor," 
, Full rigged, with raking masts and timbers staunch 

And waiting near the washtub for a launch." 

Help the boy to construct these contrivances. Let him ob- 
serve and do things. Read poems and prose selections that show 
great power of observation, such as "The Barefoot Boy", "The 
Brook" and other poems listed in the appendix. 

Rural Economics: 

Study the relation between location and value of farms; 
between fertility and value ; between fruit, grain and stock 
farms; points that determine the value of land; why some. farms 
are neglected or deserted; study the laws of supply and demand; 
location of the best markets; cost of production, transportation 
and marketing ; study crop reports ; study the shortage of crops 
and find the probable demand. 

Study the ten great virtues in crop production and farming: 

1. Thorough drainage. 

2. Soil fertility. 

3. Early plowing. 

4. Thorough preparation. 

5. Testing seed. 

6. Scientific cultivation. 

7. Clean crops. 

8. Timely harvesting. 

9. Highest prices. 

10. Judicious investments. 

Discuss: 

Methods by which our mails are carried; distribution; dif- 
ferent kinds of roads; effects of good and bad roads on our 
mail delivery, business, schools, health, transportation and civili- 
zation. 

How the school can be made the social center of the com- 
munity ; reviving the spirit of the old spelling school ; the debat- 
ing society ; the literary club ; make the school the home of the 



34 



ctZ'-'thr'T r'"'' *f ^•'^"""-'J ^-hibit; the lecture 
Zkf'fln P""'^/"™™.- a place for paintings, sculpture, music, 
books, flowers, and happy children. 

PLANTS- SPRING TEEM. 

Begin study of flowers with their earliest appearance in the 
sprmg; each pup.l should be provided with hand lens and her! 
banums; make collections of flowers and plants; press and place 
m herbarium; make drawings and write descriptions 

Study seeds roots, stems, buds, leaves, flowers, fruits and 
functions of each. ' 

Study economic importance of seeds; as a source of food- 
h t of foods from seeds; why food is stored in seeds; compare 
plant food with anmial food; food substances contained in seeds 
sugars starches oils and proteins; name articles manufactured 
from the kernel of corn; from other grains; how does the ox 
prepare the food for us? The cow? Make a microscopk ^^ 
amination of a seed and name parts; by what agencies does 
nature disperse seed.? Make collections of seeds and arra^ 
in small glass vials. ^ 

What forces are necessary for the germination of plants? 
Name some seeds that germinate first in spring; those that re' 
qmre the greatest anaount of heat before germination; conduct 
experiments to demonstrate effects of different degrees of light 
heat and moisture on germination and growth of seeds and on 
growth of plants; construct seed testers; place seeds in glass 
jars against the sides so they can be seen after being covered 
with soil; watch germination and growth; watch the develop- 
ment of the organs of vegetation, roots, stems and leaves 

Roots -Watch the formation of roots and root hairs- the 
root cap; note growth of stem and root in opposite directions- 
study anatomy of root and name parts; kinds of roots; compare 
roots of alfalfa, corn and turnip; examine roots of air plants and 
parasitic plants; examine change of root of biennial plant the 
second year. ^ 

What difference do we find between the growth of a sweet 
potato and an Irish potato? Which of these is a root? Which 
IS a part of the stem? What is a tuber? What difference is 
there in their propagation? 



35 

Study difference between stems and roots of plants. 

Stems — Examine stems of potato, onion, radish, calamus, 
timothy, cane, mullein, maple; what are the functions of the stem? 
Make a list of stems of familiar plants ; study difference between 
a corn stalk and trunk of an oak; observe that one grows from 
the inside and the other from the outside; observe difference 
between herbaceous and woody stems; difference between twig 
and trunk of an oak; study difference in stems that stand up- 
right, those that twine, and thosq that trail upon the ground. 
Explain as to direction of growth of grape, ivy, strawberry and 
raspberry. 

Make a list of stems used for food; for building purposes; 
from which we get products such as turpentine, syrup, sugar, 
molasses. Study trees that have valuable bark, roots, fruit and 
leaves. Compare the varieties of economic products from the 
different parts of plants and decide which part is most valuable. 
Explain causes of knots. 

Buds — Compare a lily bud with the bud of an oak. Observe 
the several modes of arrangement of buds as they appear on 
stems, terminal and axillary. Observe nodes and internodes; 
leaf scars; arrangement and use of scales. Notice difference in 
branching of elm, oak, beech, pine, fir. Why is this difference? 
How does it affect the beauties of the winter woods? 

Cut buds transversely and longitudinally and examine closely. 
Examine the folded leaves and position of flower cluster. 

Leaves — Examine a young healthy leaf; name parts; uses 
of each; relation between shape and arrangement; external char- 
acteristics; internal structure; transpiration; respiration; the fall 
of the leaf. 

Flowers — Inflorescence; kinds; essential organs; stamens; 
pistils; pollination; the ovary; make a horizontal diagram of the 
whole flower; make a vertical diagram; point out the sepals and 
petals; the calyx and corolla; all important organs; fertilization 
and cross fertilization; hybrids. 

Fruits — What is fruit? Is a watermelon fruit? Use of 
fruit to the plant; name parts of an apple; examine stone fruit; 
explain difference between drupe and berry; explain difference 
between grains and legumes. 

Name the ten chief elements of plant food; which of these 
are least abundant and that usually have to be supplied to our 



36 

soils ? When a plant is burned what elements escape in the form 
of gas, as smoke and watery vapor? What remains in the ashes 
after combustion? 

Study differences in varieties of plants; differences in same 
variety ; study causes ; how do we improve plants ? Why should 
we study heredity and environment when selecting seeds and 
plants for propagation? Can we make a good selection of seed 
without seeing the whole plant? Should a seed ear be selected 
from a hill of corn having a barren stalk? Why? 

Send to the Department of Agriculture, Washington, D. C, 
and ask for Farmers' Bulletin, No. 157. Propagation of plants. 
Study different methods ; spores, seed layering, tubers, buds, 
grafts. Note the periods of growth and reproduction; study 
duration — annuals, biennials and perennials. 

Make drawings of trees before leaves appear in spring. 

"I see yonder leafless trees against the sky, 
How they diffuse themselves into the air, 
And, ever subdividing, separate. 
Limbs into branches, branches into twigs. 
As if they loved the element, and hasted 
To dissipate their being into it." — Emerson. 

Note effect of light on color of plants ; difference in color 
of apples on the upper limbs receiving most sunlight and those 
growing on the lower limbs where there is too much shade; 
notice the blanching of celery and the shaded leaves of cabbage; 
place a plant in a dark room and notice how the color will change ; 
how if there is a window it will grow toward the light. Why 
do trees grow taller in the thick forest than in an open space 
or field? How does this effect the value of timber? How 
should we prune fruit trees? Why do we mulch orchards? 
Study different kinds of mulch; study effect of deep cultivation. 
Should we hill up corn or potatoes? 

Send to U. S. Department of Agriculture, Washington, D. 
C, for the following Farmer's Bulletins : 

218. The School Garden. 

409. School Lessons on Corn. 

423. Forest Nurseries for Schools. 

428. Testing Farm Seeds in the Home and in the Rural 
School. 

468. Forestry in Nature Study. 



37 

Animals : 

Study the principles of incubation; care of chicks; care of 
young farm animals, such as colts, calves, pigs. Read Bulletins 
and study diseases of young stock ; watch for the migratory 
movement of birds; date of appearance; prepare attractions for 
the birds near the home, compare damages done with benefits 
derived from the presence of sparrows, black birds, crows, owls, 
hawks, swallows, wrens, l)luebirds. and thrushes. 

Soils : 

Find samples of as many kinds of soil as possible; sand, 
sandy loam, clay, clay loam, silt, silt loam, soil and subsoil ; 
plant seeds in each kind and note results ; study effect of water 
on each kind of soil ; note color of soils, where is there more 
of the organic matter or humus, in the soil or in the subsoil? 
How does the farmer increase the amount of humus in the 
soil? On what kind of land do the following crops grow best; 
apples, peaches, potatoes, alfalfa, timothy, wheat, corn, oats, 
onions and celery? 



THIRD DIVISION. 

(Grades 7 and 8.) 



FALL TERM, 

A text-book on Elementary Agriculture should be used in 
this division. Give particular attention to the chief farm crop 
cultivated in your locality. 

, Study of Corn. — Have pupils bring to school a sample ear 
of each variey grown on their farms. Compare these and note 
differences. The ears brought by the different pupils should be 
labeled and numbered. In studying the different specimens of 
corn each ear brought to the class should be studied for the 
following characteristics : 

A. Breed Characteristics. 

1 . Shape and size of ear. 

2. Roughness of kernels. 

3. Color of ear. 

(a) Color of grain. 

1 . Cap of grain. 

2. Side of grain. 

(b) Color and size of cob. 

4. Number of rows and size of kernels. 

5. Shape of grain as viewed in ear. 

B. General Qualities: 

1 . Weight of ear. 

2. Weight of grain. 

3 . Weight of cob. 

4. Ratio of grain to cob. 

5. Size of kernels — shape, width, depth. 

6. Space between grains, between rows. 

7. Space between grains. 
' (a) At tip. 

(b) At crown. 

8. Filling out of butts and tips of ears; maturity 
and seed condition. 

(38) 



39 

(a) Hardness of grain and cob. 

(b) Dryness of grain and cob. 

(c) Weight of ear in proportion to size. 

(d) Color of ear and grains. 

1 . Due to immaturity. 

2. Due to moisture conditions. 

(e) Color of germs. 

(f) Size of germs. 

(g)- Freedom from mold) and attack of insects 
or other injury. 
I. Uniformity of grains in: 

(a) Size. 

(b) Shape as viewed in ear. 

Rules to observe in selecting good seed com : 

1. Ears should be of medium size. 

2. Ears of a bright, healthy color, that are heavy for their 
size. 

3. Ears with kernels of uniform size and shape. 

4. ^ Ears with rows running parallel to the length of the 
cob, with little space between the rows and well filled out at 
butts and tips, 

5. Ears having a uniform diameter; that is, not too pointed 
at the tip or too large at the butt. 

6. Ears in which the germ of the kernel is large. 

7. Ears that are produced under normal conditions. 
Diseases of the com plant. Insects that are injurious. The 

harvesting of corn. The selection of seed in the field. Methods 
uf building the corn crib. Machinery— corn binders, corn shred- 
ders and buskers, com cutters and corn shellers, etc. Plans 
for caring for seed corn in Fall and Winter. Experiments for 
showing shrinkage by keeping over Winter. Weigh a half 
bushel at harvest time. Weigh the same corn in April. Find 
loss. Formulate problem for class use showing loss in value 
when corn is sold in the Spring at Fall prices. Find the prices 
necessary to receive in Spring to justify loss of weight over 
Winter. Conduct a Corn Display and Contest. This can be 
done in connection with your Corn Field Day or other public ex- 
ercises. Select recitations appropriate to the day. Have an ex- 
ercise in corn judging where pupils are prepared. Compositions 



40 

on "How I Cultivated My Corn", "How I Grew My Potatoes", 
"How I Managed My Vegetable Garden", and similar subjects. 

References: U. S. Department of Agriculture, Washing- 
ton, D. C. ; Farmers' Bulletins, No. 199, Corn Growing; No. 
229, The Production of Good Seed Corn ; No. 253, Germination 
of Seed Corn ; No. 298, Food Value of Corn and Corn Pro- 
ducts; No. 303, Corn Harvesting Machinery; No. 313, Harvest- 
ing and storing Corn; No. 617, Lessons on corn. 

Write to the U. S. Department of Agriculture, Washing- 
ton, D. C, for their latest bulletins on corn. 

Study of Wheat or Other Grain. : 

Make a list of the grain crops grown in your neighborhood. 
Find the average yield per acre secured of the different grain 
crops. Account, if possible, for the cause that produced such a 
difference in yield in the same crop and on the same kind of soil. 
Was any fertilizer used? \i so, what kind? What were the in- 
gredients of same? Were the grain fields sown in clover or 
other grass? What became of the straw of the grain? Find 
out how many crops have been grown on different fields since they 
were in clover or other legumes. What is meant by three year 
rotation? Four year rotation? Each pupil make a map of his 
home fami or one with which he is familiar. Indicate on this 
map the crop that was last grown in each field. Teach pupils 
to grade grain. What is meant by No. i, 2, 3 and 4 in grading 
grains. Write to the Railroad and Warehouse commission, 
Chicago, 111. Ask them to send you (teacher) the rules for 
grading wheat, as fixed by the commission. Rules for the study 
of other grains can also be secured by writing this commission. 
Teach pupils plans of treating wheat or other grain to prevent 
smut. (See text-book.) 

References: U. S. Department of Agriculture; Farmers' 
Bulletins, No 132, Insect Enemies of Growing Wheat. 

From Ohio Experiment Station, Wooster, Ohio. 

Wheat — Cultural and variety tests, Bui. 82, 118, 129, 165. 

Oats — Cultural and variety tests, Bui. 67, 138 and Circular 
88. 

Diseases of Oats — Bulletins 67, 97, 210. •* 



41 

Helps for Teachers : 

. (i) The A. B. C. of Corn Culture, by Prof P. G. Holdeii, 
Ames, Iowa. This small pamphlet tells us all about the culture 
of corn from the selecting of the seed to the harvesting of the 
crop the following year. It is all told in a language of the 
child. 

(2) Farm Friends and Farm Foes, D. C. Heath & Co., New 
York, tells in simple language something about the things that 
are really the farmer's friends, and points out the foes of the 
farmer and how to get rid of them. 

(3) Examining and Grading Grains, Ginn & Co., Columbus, 
Ohio, gives illustrations showing how all good grains should ap- 
pear and sets forth rules for grading them. 

Fruit Study : 

1. What varieties are grown in your district? What 
varieties produce the best quality? Name those that ripen in 
the summer, in the Fall ; which are the best keepers ? Which 
are good "cooking" apples? "Eating" apples? Have pupils 
bring in a few samples of the Fall varieties. What insects injure 
the apples in you district? How can this be prevented? Secure 
"The Spray Calendar" from the Ohio Experiment Station, 
Wooster, Ohio. Should any one desire to know the "names" of 
certain apples, the same can be obtained by sending specimens 
to the Secretary of the State Board of x\griculture, Columbus, 
Ohio. 

2. Where can young trees be secured? Find out all you 
can about some of the leading nurseries in Ohio. Write to 
the State Horticultural Society for information on fruit growing. 
The law of Ohio now requires that all orchards be sprayed at 
least once a year. 

3. Learn the proper methods of planting the apple tree. 
Why trim the roots ? Why trim the top ? 

4. Pruning is very important. Study your text-book on 
this subject. See also the State and National Bulletins on 
"Pruning." What time of the year do the farmers of your dis- 
trict prune their orchards? 

5. See text-book on methods of grafting and budding. 
The teacher can secure a set of grafting tools and can show the 
pupils how to proceed in this work. 



42 

6. Cultivation of the orchard. Are the orchards in your 
district well cared for? Are they sprayed regularly every year? 
Are they clean? How about the fence rows? Have they been 
kept free from orchard trash? Is the land cultivated every year 
or is it in grass? Is there any mulch about the tree? Could 
the yield be increased? How? Sometimes old orchards have 
been renovated, resulting in good profits. How can this be 
done? Write to Ohio Experiment Station and ask them to 
send you some literature on the "Cultivation of the Orchard." 
A few trees well cared for will give better results than a large 
number that are neglected. In planting an orchard for the 
home select such varieties that have proven satisfactory in your 
locality and those that ripen their fruit at different times of the 
year. 

7. Disease of the orchard. 

(a) Fungus — Blight, mildew and the scab. 

(b) Insect pests- — The San Jose scale, codling moth, 

apple tree tent caterpillar, etc. 

Learn to identify these pests. What is an insecticide? Name 
two. How are they prepared? What is a fungicide? Name two. 
How are they prepared? For "sucking" insects a kerosene emul- 
sion may be used. 

References : 

From U. S. Department of Agriculture. 
No. 87, Orchards, Cover Crops, and Cultivation. 
No. 113, The Apple and How to Grow It. 
No. 154, The Home Fruit Garden. 
No. 181, Pruning. 
No. 198, Strawberries. 
No. 283, Spraying for Apple Diseases. 
No. 293, Use of Fruit as Food. 
From Ohio Experiment Station, Wooster, Ohio. 
Orchard Culture, Bui. 171. 
Dependable Fruits, circular 55. 
■ Renewal of Old Orchards, Bui. 180. 
The Codling Moth, Bui. 160. 
Protection of Fruit Trees from Rodents, Bui, ;3o8. 



43 

Weeds. 

I. The pupil should be taught to recognize the weeds and 
their seeds that are common in the school district. Field trips 
may be taken or plants may be brought into the school room for 
identification. What is a weed? How do weeds travel? Do the 
weeds of the field differ from those of the garden? Name kinds 
common in each. Give frequent reviews in weed identification. 
You can do this by placing a slip of paper containing a number 
on each specimen and then have the pupils write the name on 
the paper. Weeds can be exchanged and grading done. Teach 
only the common name in the elementary school. High school 
pupils who have had Latin may also be given the botanical name. 

2. General characteristics of weeds: 

(a) A very extensive stem growth either erect or hori- 
zontal. 

(b) Special adaptation to soil conditions. 

(c) Usually perfect means of seed dispersal. 

. (d) Other means of reproduction besides seeds, 
(e) Special adaptation to moisture conditions. 

3. Weed control: 

(a) Plow ground early as possible after planting to 
get the weeds checked. 

(b) Keep the seed beds clean all summer. 

(c) Keep the fence rows and pasture fields clean from 
weeds that may go to seed. 

(d) Practice crop rotation. 

(e) Plan smothering crop. 

4. Weed extermination : 

(a) Apply strong salt water or weak carbolic acid on 
plants. 

(b) Spraying such weeds as the dandelion, mustard 
and plantain with iron sulphate. 

(c) Pull them out of the ground so as not to leave any 
roots. 

(d) Plow as late as possible and follow by frequent 
harrowing when convenient. 

5. Qassification : 

(a) Annuals. 

(b) Biennials. 

(c) Perennials, 



44 

References: U. S. Department of Agriculture, Farmers' 
Bulletins. 
, No. 28, W,eeds ; and How to Kill Them. 
No. 86, Thirty Poisonous Plants. 
No. 188, Weeds Used in, Medicine. 
From the Ohio Experiment Station, Wooster, Ohio. 
Weed Manual, Bulletin 175. 
Spraying for Weeds, Circular 102. 

Insects. 

Learn to recognize as many useful and injurious insects, as 
may be found conveniently in your district. Distinguish between 
the moth and the butterfly. See "Coulter-Patterson's Practical 
Nature Study" or Hodge's "Nature-Study and Life," for sup- 
plementary work in nature on insect life. Learn the life stages 
of the insect. Observe specimens illustrating the different stages 
in a few common insects. Learn the parts of the insect. Flies 
and mosquitoes can be studied in the Physiology class. Teach 
the children to see the relation existing between the insect world 
and the bird world ; between the insect world and the plant world. 
Make a collection of useful and injurious insects to the farmer. 
Distinguish between the "biting" and the "sucking" insects; in- 
sect destroyers — birds, toads, etc. What birds live largely on 
insects ? Why should these birds all be protected by law ? Learn 
how to prepare a good insecticide. 

References: U. S. Department of Agriculture, Bureau of 
Entomology : — Circular No. 16, The Larger Corn Stalk borer ; 
Circular No. 67, The Clover Root borer ; Circular No. y2>^ The 
Plum Curculio ; Circular No. 87, The Colorado Beetle; Circular 
No> 92, Mites and Lice on Poultry ; Circular No. 98, The Apple- 
tree Tent Caterpillar; Separate No. 355 (Year Book of 1904), 
Insects' Injuries to Forest Products; vSeparate No. 381, (1905), 
Insect Enemies of Forest Production. 

U. S. Department of Agriculture, Farmers' Bulletins : 

No. 99, Three Insect Enemies of Shade Trees. 

No. 196, L^sefulness of the American Toad. 

No. 275, The Gypsy Moth. 

From Ohio Experiment Station, Wooster, Ohio. 

Insects Affecting Ohio Shade Trees, Bui. 194. 

Spraying Machinery, Bui. 216. 



45 

For San Jose Scale, Bui. 169, Circular 69. 

For Grape Rot, Bui. 130. 

Chinch Bug, Bui. jy and 106. 

Cicada, Periodical, Bui. 87. 

Hessian Fly, Bui. 107, 119, 136 and 177. 

Forage Crops — What grasses are best adapted for per- 
manent pasture? Why? For hay? Why? What are the true 
grasses? Where do they obtain their nitrogen? Are they bene- 
ficial to the soil ? Why ? What are the clovers ? Where do they 
obtain their nitrogen? How do they improve the soil? Why 
should the seed of the clovers be planted with the seed of the 
true grasses for hay crops? Make a study of the "Meadow." 
What fertilizers are used to aid the grow^th of grass crops in 
your locality? Make a study of alfalfa and its culture. Find 
out the difference in the production and the methods of cul- 
tivating the different clovers. Also observe the following out- 
line: W'hen cut? How cured? Number of times cut? Pur- 
pose O'f second cutting. W^hy is the second growth often plowed 
under? Number of pounds of seed sowed to the acre? How 
is it threshed for seed? Yield' per acre? Price per bushel? 
Number of pounds per busihel ? Total average income per acre ? 
Average net income per acre? 

Classification of clovers : 

(a) The true clovers. 

(b) The medics. 

(c) The melilots or sweet clovers. 

The true clovers include: the red (mammoth and medium), 
the crimson, the alsike and the white. 

The miedics include the alfalfa and burr clover. 

The melilots are white and yellow. 

Compare food value of these clovers. Get each kind and 
teach pupils to recognize them. Note the root system — length, 
branching and nodules. Make a study of rape, millet, sorghum 
and other forage crops. 

References: U. S. Department oi Agriculture, Farmers' 
Bulletins: 

No. 260, Seed of Red Clover. 

No. 278, Leguminous Crops for Green Manuring. 

No. 315, Progress in Legume Inoculation. 



46 

No. 318, Cowpeas. 

No. 339, Alfalfa. 

From Ohio Experiment Station. Wooster, Ohio. 

Culture of Alfalfa, Bui. 181, and Circular 91 and 80. 

Forage Crops, Bui. 70. 

Soy Beans, Cir. 78. 

Millet, Circular 81. 

The Farm Grasses of Ohio, Bui. 225. 

See An Introduction to Agriculture, by Upham (Appleton) 
and Agriculture for Beginners, by Burkett, Stevens and Hill 
(Ginn). 

Dairying: 

Teach children the meaning of the term' "Balanced Ration" 
and how to prepare a "balanced ration". See First Principles of 
Agriculture, by Goff and Mayne, (American Book Co.) 

Make a study of the silo. Best crops for silage. Why is 
corn the main silage crop ? What kinds of corn are best adapted 
for silage? Why? At what stage of development should com 
be cut for silage? Could good silage be made out of fully 
ripened corn? Why not? Does the frost, effect the com in- 
tended for silage? In filling the silo, why is it necessary to 
thoroughly pack the corn? Why should the corn next to the 
outside of the silo be packed more than that in the center? 
Have pupils bring corn to school that is in the proper condition 
for being placed in the silo. The parents should be consulted 
by the pupil in selecting corn in the proper condition for the silo. 

References: U. S. Department of Agriculture, Farmers' 
Bulletins : 

No. 22, Feeding Farm Animals. 

No. 55, The Dairy Herd. 

No. 106, Breeds of Dairy Cattle. 

No. 166, Cheese Making on the Farm. 

No. 141, Butter Making on the Farm. 

No. 32, Silos and Silage. 

No. 2(92, Cost of Filling Silos. 

From Ohio Experiment Station, Wooster, Ohio. 

Feeding for Beef, Bui. 60. 

Tuberculosis of Cattle, Bui. 108. 

Silage versus Grain for Dairy Cows, Bui. 155. 



47 

Silage for Fattening Cattle, Bui. 193. 

Value of Individual Records for Dairy Cows, Cir. 67. 

Milk. — Every pupil whose parents are interested in dairy- 
ing should be taught the use of the Babcock tester. It is one 
of the most important factors to consider in the dairy business. 
Schools should be supplied with a Babcock Milk Tester. Teach- 
ers everywhere are surprised at the interest that can be aroused 
in the community by having the pupils test samples of milk and 
cream. 

Pupils should also be taught: 

(i) The care of the milk cans and pails. 

(2) What feeding stufifs may effect the flavor of the 
milk. 

(3) The reason for prompt removal of the milk from 
the stable. 

(4) The necessity of the milker wearing clean 
clothing. 

(5) The necessity of having cows kept clean and 
comfortable. 

(6) The necessity of giving the cows good treatment 
— being kind and gentle with them at all times. 

(7) The necessity of feeding balanced rations. 

References: U. S. Department of Agriculture, Farmers' 
Bulletins : 

No. 42, Facts about Milk. 

No. 63, Care of Milk on the Farm. 

No. 348, Bacteria in Milk. 

Farm Papers : Do not fail to take a good farm paper to 
your school for the use of the pupils. Get them in the habit of 
reading these papers. See list suggested in appendix. Secure 
samples of these journals and see that the pupils have access 
to at least one of these papers. 

WINTER TERM. 

Give particular attention during the winter months to the 
study of "Housing and Protecting Farm Animals." Secure pho- 
tographs of pictures of the common farm animals raised in Ohio. 
Pictures can be taken from Agricultural bulletins and agri- 



48 

cultural newspapers. Teachers should also have the pupils 
visit a stock farm where pure-bred animals are kept. The 
owners or keepers of these animals will be glad to explain 
to the children about the plans of caring for the animals, 
leading characteristics, etc. 

The following outline is suggested for use in connection 
with the study of Farm Animals: 

Farm Animals. 

1. Horses. - ■ \ . " wi' 

(a) Origin and distribution. 

(b) Types and breeds — their characteristics. 

(i) Draft — English Shire, Clydesdale, Percheron, 
French Draft, Belgian, etc. 

(2) Coach — French Coach, German Coach, Cleve- 
land Bay, Hackney, etc. 

(3) Roadsters and Light Harness — American Trot- 
ter, The Thoroughbred, The American Saddle 
Horse, etc. 

(4) Ponies — Shetland, Indian ponies. Mustangs, 
Welsh Polo, etc. 

2. Cattle. 

(a) Origin and distribution. 

(b) Types and breeds — their characteristics. 

( I ) Beef — Shorthorn, Hereford, Aberdeen-An- 
gus, Galloway, Sussex. 
(2) Dairy — Jersey, Guernsey, Ayrshire, Holstein- 
Frisian, Brown Swiss. 

3. Swine. 

(a) Origin and distribution. 

(b) Types and breeds — their characteristics. 

(i) Large Breeds — Chester White, Improved York- 
shire, Tamworth. 

(2) Medium Breeds — Berkshire, Poland-china, Du- 
roc-Jersey. 

(3) Small Breeds — Small Yorkshire, Essex, Vic- 
toria, etc. 



49 

4- Sheep. 

(a) Origin and distribution. 

(b) Types and breeds — their characteristics. 

( 1 ) Fine-wooled — American Merino, Delaine 
Merino, French Merino and Cheviot. 

(2) Medium-wooled — Southdown, Shropshire, 
Dorset, Hampshire, Oxford, etc. 

(3) Long-wooled — Cotswold, Leicester and Lincoln. 

References: Bulletins from the Department of Agriculture, 
Columbus. Bulletins from the Agricultural College, Columbus, O. 
U. S. Department of /\griculture, Washington D. C, Farmers' 
Bulletins : 

No. 96, Raising Sheep for Mutton. 

No. 159, Scab in Sheep. 

No. 170, Principles of Horse Feeding. 

No. 179, Horseshoeing. 

No. 205, Pig Management. 

See also Bulletins mentioned under Dairying in the "Fall 
Term". 

See also the book — Types and Breeds of Farm xA.nimals by 
Charles S. Plumb. 

Use supplementary text books and lielps for teachers recom- 
mended in "Fall Term". 

Bulletins from Ohio Experiment Station, Wooster, Ohio : 

No. 195, Feeding work horses. 

No. 91, 117, Lung and stomach worms of sheep. 

No. 179, 187, Fattening range lambs. 

No. 73, (Circular), Tankage for hogs in cattle feed lots. 

No. 209, Rations for fattening swine. 

No. 213, Specific effects of rations on the development of 
swine. 

Farm Machinery — Kinds, uses, value, care of. History to 
show improvement. Catalogues from concerns where farm 
machines are manufactured can be secured for school use. 

Soil Study — Test soil for acid and alkali. What elements 
are usually lacking in soils? How can they be secured? Secure 
samples of commercial fertilizers in small bottles. What are 
the ingredients of each? Samples of phosphate rock and other 



50 

fertilizing materials can be secured for school use by addressing 
fertilizer factories. Make a collection of soils in small bottles. 
Test the soils for their power to retain water and for capillarity. 
Teach uses of tile drains. Soil improvement. Influence of 
Crop Rotation on Soil Improvement. Saving soil moisture. 
Soil water. Soil mulch. Plant food in soil. Renewing old soil. 
Value of the clovers in soil improvement. Mixing of home 
fertilizers. Study methods to improve Ohio's soil. Influence 
of tillage on soil. Soil must be improved to support increased 
population. Perform experiments in connection with the study 
of soil. 

References — U. S. Farmers' Bulletins : 

No. yy, Liming of Soils. 

No. 83, Tobacco Soils. 

No. 88, AlkaH Soils. 

No. 257, Soil Fertility. 

No. 266, Management of Soils. 

No. 406, Soil Conservation. 

From Ohio Experiment Station, Wooster, Ohio. 

No. 159, 141, Lime as a fertilizer. 

No. 182, 183, 184, Maintenance of fertility. 

No. 59, (Circular), Soil Treatment of Tobacco Beds. 

No. 79, (Circular), Requirement for Ohio Soils. 

SPRING TERM. 

Poultry Raising : — Breeds of chickens of the neighbor- 
hood ; characteristics of each ; feeding, housing and general care. 
Incubators and brooders ; expenses and profits in poultry. 
I . Points to be observed in caring for eggs for hatching : — 

1 . Gather every day in warm weather and every two 
or three hours in cold weather. 

2. Keep in temperature about 60° F. 
3» Turn eggs daily. 

4. Set eggs less than ten days old. 

5. Set regular shaped eggs. 

6. Set eggs from the best laying hens. 

7. Never set eggs from diseased chickens. 



51 



2. Points to be observed in caring- for tbe hen while setting: — 

1. Place her where she will not be disturbed by other 
hens. 

2. Keep water and shelled corn before her. 

3. Keep box of dust or weak ashes before her. 

4. Dust the hen with insect powder when you set 
her and every week thereafter. 

5 . Take her off the nest as soon as all fertile eggs 
are hatched. 

3. Points to l)e ()l)served in the care and feeding of young 

chicks : — 

(a) Care 

1 . Place coops on well drained ground. 

2. Keep coops clean and airy. 

3. Move coops frecjuently. 

4. Change location every year. 

5. Dust with insect powder, etc., to prevent lice. 

6. Keep out rats, etc. 

7. Keep in small quarters while very young. 

(b) Feeding 

1 . First meal when about 48 hours old. 

Bread soaked in milk and squeezed, or boiled egg, 
then chick feed, fine grit. 

2. Later, coarse corn meal, cracked corn and cracked 

wheat. 

3. After third week mix a little beef scrap with feed. 

4. Keep fresh water before them. Use drinking 
fountain if necessary to keep water clean. 

5 . Feed three times a day while young. 

6. Small chicks should be fed in separate pens from 
old hens and large chicks. 
Skim milk and cheese are valuable food. 



4- 



/ 
Care of cockerels : — 

1 . Feed regularly and all that will be cleaned up 
well. Include l^eef scrap in rations. 

2. Keep in comparatively small quarters. 

3. Market when the price justifies and cockerels are 
c;«- in good condition. 



52 

5- Care of pullets : — 

1 . Give free range. 

2. Worms, beef scrap or green bone. 

3. Fresh water and good grain. 

4. Keep in clean, well ventilated coops or houses. 

5. Avoid having them roost in a draft. 

6. Keep out lice and mites. 

7. If properly cared for they will lay by early winter. 

8. Market surplus stock. 

6. Winter egg production: — 

1 . Breed from winter layers. 

2. Use male from good layers. 

3 . House : well ventilated, clean and dry. 

4. Exercise: Feed whole grain in litter. 

5. Green food: cabbage, beets, turnips, clover, alfalfa. 

6. Give fresh warm- water. 

7. Avoid causing them to eat snow. 

8. Feed warm mash in mornings. 

9. Mash can be fed dry or moistened with hot water 
or warm skim milk. 

10. Mash may include corn meal, bran, oat meal, and 
and about 5% ground alfalfa and beef scrap. 

11. Keep fine grit before them. 

References: Poultry magazines and journals, incubator 
catalogues and leading farm papers. 
U. S. Department of Agriculture — Bulletins: 

No. 41 — Fowls, Care and Feeding. 

No. 51 — Standard Variety of Chickens. 

No. 64 — Ducks and Geese. 

No. 236 — Incubation and Incubators. 

No. 141 — Poultry raising on the Farm. 

No. 182 — Poultry as Food. 

No. 200 — Turkeys, Varieties and Management. 

No. 287 — Poultry Management. 

No. 357 — Methods of Poultry Management at the Maine 

Agricultural Experiment Station. 
From Ohio Experiment Station, Wooster, Ohio. Ask to be 
placed on the mailing list to receive all bulletins. 



53 

From Maine Agricultural Experiment Station, Orono, 
Maine: 

No. lOO — Poultry Management. 

No. i68 — The Fertility and Hatching of Eggs. 

For disease of poultry — get Bulletin No. 138 — The Poultry 
Industry in Maryland, from Maryland Agricultural Experiment 
Station, College Park, Md. 

The Biggie Poultry Book from Farm Journal, Philadelphia, 
Pa. 

Fruit Study — Where fruit raising is practiced extensively, 
study propagation by grafting, by budding. Why necessary. 
History of some one fruit from seed to maturity. Pruning, 
planting and spraying of fruit trees. Secure bulletins (See 
list mentioned under Fruit Study in the Autumn term). Also 
write to the Agricultural Commission, Columbus, Ohio, and Ohio 
Experiment Station, Wooster, Ohio, for their Spray Calendars. 

Corn Study — Germination of seed, make corn testers ; com- 
pare tests for vitality. Grading corn. History of Corn. Varie- 
ties adapted to your locality. Planting and Cultivating Methods. 
Experiment in depth of planting. 

Determining Germinating Strength. 

Note to Teachers: Points to be considered in preparing 
germinating boxes : 

1 . Direct pupils to bring to school shallow boxes filled with 
sand. 

2. Have them divide the sand surface into small squares. 

3. Number each one of the small squares. 

4. Number ears of corn or other kinds of seed to be 
tested to correspond with the number of each small square. 

5. Remove six grains from different parts of ear, number 
(i) and place in square number (i). 

6. Continue this process until all squares are filled. 

7. When all squares are filled moisten the sand and keep 
in a warm place until the corn (or other grain that is being 
tested) comes up. 

8. In the country schools the boxes cannot be kept at 
school, if the house is not well heated over night. Pupils in 
these schools should be directed to take the boj^es home and 
keep them where they will not be destroyed until the test is 



54 



finished. The sand in the boxes should not be allowed to dry out 
until the plants have reached an inch or two in height. When 
the plants (if corn) have reached this height the boxes can be 
returned to school. The productiveness of each ear of corn may 
then easily be detennined by noting the strength and vigor of 
the plant produced from each kernel planted. Reject all ears 
that did not produce strong plants that are unifonn in size and 
all six grains productive. Some seasons it is impossible to get 
perfect germination in corn but we should get ears as near per- 
pect as possible. See the form following for recording germinat- 
ing tests. 

Forui for Recording Germinating Tests. 
The following is a convenient form for keeping a 
record of seed testing that is carried on by pupils : — 



Name of Seed: Corn. 
Number of Seed in Tester: 



200. 









V) 




_^ 






c 


.s-c 




o 






ni 


rt lu 










u 


1-. -ti 


















Date Started. 


Date Sprouted. 


o o 










tn 


^ , 


u. 


i~-> 






O. 


o 


O^ 


C-' 






6^ 


c ^ 


fcc/^ 


i^ 






^ 


y. 


pL, 


Ph 


Feb 4 


Fel). 10 


80 
100 
120 
190 
19(5 


120 

100 

80 

]0 

4 


40 
50 
(50 
95 
98 


60 


Feb 15 . . 


Feb. ••'•' 


50 


Feb 25 


Mar. •' 


40 


Mar 3 


Mar. 10 

Mar. 11 


5 


Mar 4 


2 







Source of Seed : Secured from a successful corn grower near home. 
Remarks : Onlj' the last show per cents good enough to plant. All 
sprouts in last two indicate a strong germ. 
Name of pupil : Edwin Harkrader. 
School : Hillsdale. 

Prepare to have a corn, vegetable and flower growing con- 
test during the summer and exhibit the iprodticts at the County 
Fair, or at school earl}- in the fall term. 

Always test all seeds for vitality before planting. Treat 
potatoes for scab with formalin. See text book for method. 
Examine clover and grass seed with hand lens to find weed seed 
and other impurities. See other sttggestions for Fall Term. 



55 



Corn Record.* 



The following Corn Record is Suggested for Pupils Doing 
Contest Work : 



Preparation of Seed Bed. 
/ 



Kind of Soil Area of Corn Plot. . 

Variety of Seed Corn 

From what place was the Seed Corn secured?..; 

Was it tested to determine whetlier or not it would sprout?. 

Date of Planting ? 

What Depth ? 

Drilled or Checked ? 

When Corn appeared 

Dates of cultivation and how cultivated ? 



Purposes of Cultivation?. 



To what degree was the corn damaged Ijy all causes? 

Date of harvesting the ears ? 

Were the ten ears exhibited selected when the corn was standing or 
after husking ? 



Did you find the variety of corn you used suited to your soil and climate? 



Why? 

Witness, outside of family, that can certify, if necessary, that the corn 

was cultivated and liarvested by the person keeping this record..'.. 

Address 

References: Secure the following circulars from Ohio Ex- 
periment Station, Wooster, Ohio. 

No. 53 — Experiments -with Corn. 

No. 66 — Corni Breeding and Registration. 

No. 71 — The Selection of good seed corn. 

Also No. 428 — Testing Seeds — From Department of Ag- 
riculture. Washington, D. C. 



* This record can be altered so H may be used for vegetal)! es and 
other contests. 



56 

Bird Study — 

1. Birds should be studied all the year around. 

2. Begin with the most common and learn to recognize a 
few each month. Winter is a good time to begin when there 
are not many different kinds. Note changes in some species 
from season to season. Note song, manner of flight, nest, hab- 
its and food. 

3. Learn the purpose of the Audubon Society. 

4. Study the Ohio law for the protection of birds. What 
birds are protected by law? W'hat other birds should be added 
to this list? Why should these be added? Name the native 
birds that are beneficial to farm crops. Injurious to farm crops. 

5. Look up your Arbor Day Bulletins for information on 
birds. 

6. Discuss methods of encouraging birds to stay with us. 
See Hodge's Nature Study and Life, pp. 327-345. 

7. Which are bird enemies? See Burrough's "Birds and 
Bees." 

8. For suggestive exercises on birds see Coulter-Patter- 
son's Nature Study, pp. 112, 122; also 301-313. 

9. Study the economical value of birds and the migration 
of birds. 

10. Old nests can be taken to school for study but dis- 
courage making egg collections as it leads to the destruction of 
birds. 

Suggestion to teacher: If you desire your class to make 
a special study of the economical value of birds secure, — "Birds 
in Their Relation tO' Man" by Weed and Dearborn — published 
by Lippincott. Other books of interest on the subject of birds 
are as follows : — 

1. Birds of Village and Field, Florence A. Merriam, 
Houghton, Mifilin Co., Boston. 

2. The First Book of Birds, Olive Thorne Miller, Hough- 
ton, Houghton, Mifflin Co., Boston. 

3. Birds through the Year, Gilmore, American Book Co., 
Cincinnati. 

4. Our Birds and Their Nestlings, Ma'rgaret C. Walker 
American Book Co., Cincinnati. 

References: U. S. Farmer's Bulletin. 



57 

No. 54 — Some Common Birds. 

No. 197 — Importation of Game Birds and Eggs for Prop- 
agation. 

No. 383 — How to destroy the English Sparrow. 

No. 390 — Pheasant Raising in the United States. 

Home Garden Studies — Those persons having had expe- 
rience with school garden work not only in Ohio but also in 
other states agree that the home garden is better than the school 
garden to meet the need of rural children. In the larger villages 
and in the city, school gardens are without a doubt worth while, 
but, aside from the experimental work, they are in n;iost cases 
neither practical nor profitable for the rural boy or girl. There 
is no question about the value of the Home Garden and the 
School Garden; the question is regarding its organization and 
management. The success of either plan will depend largely 
upon the enthusiasm of the teacher who must take the lead in all 
garden work. The teacher should plan the work carefully, first 
getting as much information on the subject as possible from all 
sources. Garden work successfully done is one of the very best 
possible means of interesting children in all forms of Agricul- 
ture. If it is not carefully planned and cared for after it is 
started it is likely to be a failure. Perhaps ninety per cent, of 
the failures in garden work result from the teacher undertaking 
the work before he has thoroughly investigated the subject and 
received some plans from other school teachers who have been 
successful. Then it is generally the case that most teachers ask 
the children to undertake too much in the beginning. Small 
gardens in the spring become large gardens when the sun gets 
hot in summer. Have each child who enters into the work under- 
stand that he is not to give up the work until it is completed. It 
is generally advisable to suggest to the children that they should 
not undertake to plant more than two or three varieties of plants. 
The teacher undertaking garden work should have a record book 
and keep in it the names of the children planting gardens and 
the kinds of seed grown by each one engaging in the work. These 
records should be left at the school, as a new teacher may "be 
employed to take charge in the fall and he must have these rec- 
ords. Children should be given credit for all their summer 
activities in the way of garden or field work. The teacher should 
visit these gardens as often as possible and encourage the chil- 



58 

dreu in their work. \'ery simple records of the work done 
should be made by each pupil who has a garden. 

Be sure to have an exhibit of some of the products cultivated 
by the children either at the County Fair or at the school house 
at the opening of school. You can have a "School Fair" of 
your own if it is not possible for all the children to take a part 
of their products to the County Fair. Have some exercises in 
connection with your "School Fair." Invite the parents and 
school officials to attend the exhibit. Secure some compe- 
tent person to act as a judge of the exhibit. Simple prizes 
may be offered for the best exhibit of each kind. It is 
very often advisable to secure the co-operation, if possible, of 
the parent in this garden and field work. Speak to the parents 
about the value of this work to the child and suggest that a piece 
of land be given to the child on which he may raise wdiatever 
he desires, and that he be allowed the profits obtained from the 
crops. The child should keep an account of the income and ex- 
penses. Teach him to see the business side so that he may better 
understand the question of farm economics. If the crops are used 
by the parents, the child should be compensated for it. 

References — U. S. Department of Agriculture. Farmers' 
Bulletins. 

No. 154 — The Home Fruit Garden. 

No. 218 — The School Garden. 

No. 255 — The Home and Vegetable Garden. 

No. 256 — Preparation of \"egetables for the table. 

No. 385 — Boys' and Girls' Agricultural Clubs. 

No. 408 — School Exercises in Plant Production. 

No. 409 — School Lessons on Corn. 

No. 468 — Forestry in Nature Study. 

Social Life of the Rural Community. 

The teacher should become a leader in educational matters 
in the community. Various plans may be carried out to bring 
this about. The following are suggested : 

1. Parents' Meeting where exercises are given by the 
children. This gives the teacher and patrons an opportunity to 
become better acquainted. 

2. Agricultural Clubs, where pupils are given an oppor- 



59 

tunity to express their views on dilYerent phases of Agricultural 
work and at which time contests may be held. 

3. Rural Lecture Courses, where all departments of educa- 
tion may be presented. 

4. Fanners' Institute. Teachers should interest themselves 
in the promotion of Farmers' Institutes. 

5. Township and Village school displays should be en- 
couraged, consisting of all work done in school. 

6. Traveling Libraries should be secured from the state 
library. Any one interested in getting the use of good l)ooks 
free should write the State Librarian. State House, Columbus, 
Ohio. 

7. Encourage County Fair ]^>oards to otTer prizes on Agri- 
cultural products culti\ated by your pupils. 

8. Give your encouragement to all of the Farmers' Organ- 
izations that are promoting Agricultural Education. 

NoTK TO Teachers. — If your pupils or patrons are especially inter- 
ested in any of the following topics in this course of stud\, they inay 
write to the addresses that are mentioned helow : 

Orchards and Trees — W. J. Green. Wooster, O. 

Dairying — Oscar Erf, O. S. U.. Columbus. O. 

Soils and Fertilizers — C. E. Thorne, Wooster. or to Alfred Vivian 
O. S. U., Columbus, Ohio. 

Plant Diseases — A. D. Selby, Wooster, O. 

Forestry — J. J. Crumley, Athens, -0. 

Birds — Dr. Eugene Swope, Secretary Audubon Society, Cincinnati. 
Ohio. 

Quail— Dr. H. C. Minnich, Oxford. O. 



APPENDIX. 



SELECTIONS WHICH MAY BE USED IN CONNECTION WITH 

THE SUBJECTS MENTIONED 
Birds: 

To a Waterfowl — Bryant. 

The Winged Worshippers — Charles Sprague. 

The Bobolink — Bryant. 

To a Skylark — Shelly. 

The Sandpiper — Celia Thaxter. 

The Skylark — James Hogg. 

The Wounded Curlew — Celia Thaxter. 

The Birds of Killingworth — Longfellow. 

The Singing Lesson — Jean Ingelow. 

Robin Redbreast — -William Arlingham. 

The Winter-king — ^ Selected. 

Flowers: 

Daffodils — Wordsworth. 
The Bluebell — Selected. 
The Flower — Tennyson. 

Trees: 

A Forest Hymn — ■ Bryant. 

The Planting of the Apple Tree — Longfellow. 

Woodman Spare that Tree — Morris. 

Woods in Winter — Longfellow. 

How the Leaves Came Down — Susan Coolidge. 

Nature: 

The Brook — 'Tennyson. 

Break, Break, Break — Tennyson. 

The Wanderer — Eugene Field. 

The Ocean — Byron. 

The Chambered Nautilus — 'Holmes. 

Thanatopsis — Bryant. 

The Stranger on the Sill — Thomas Buchanan Read. 

The Cloud — Shelley. 

Darkness — Byron. 

The Seasofis: 

The Death of the Flowers — Bryant. 

September — Helen Hunt Jackson. 

October's Bright Blue Weather — Helen Hunt Jackson 

The First Snowfall — Lowell 

(60) 



6i 

The Seasons — Concluded. 

Freaks of the Frost — Hannah Gould. 

Snow Bound — Whittier. 

It Snows — Sarah Hale. 

Midwinter — • Trowbridge. 

The Dying Year — Prentice. 

The Snowstorm — James Thomson. 

A Summer Longing — George Arnold. 

Spring Again — Celia Thaxter. 

March — Wordsworth. 

April Day — Caroline Southey. 

The Rainy Day — Longfellow. 

Work — Eliza Cook. 

Sowing and Reaping — Adelaide Proctor. 

The Song of the Sower — Bryant. 

The Summer Shower — Thomas Buchanan Read. 

The Rural Life. 

The Corn Song — Whittier. 

The Country Life — Stoddard. 

The Old Oaken Bucket — Woodworth. 

The Barefoot Boy — Whittier. 

A True Sportsman — Foss. 

That Calf — Alice Cary. 

The Humblebee — Emerson. 

Thoughts for the Discouraged Farmer — James Whitcomb Riley. 

Evangeline — Longfellow. 

The Deserted Village — Goldsmith. 

Strawberries — Trowbridge. 

The Fountain — Lowell. 

Living on a Farm — Selected. 

The Voice of the Grass — Sarah Roberts. 

Good Night — Selected. 

In Nature Study: 

Read from Shakespeare : 

Queen Mab's Carriage. Romeo and Juliet L, 4. 

A Colony of Bees. Henry V, L, 2. 

Read Eve's description of Eden, in Book IX Milton's Paradise Lost. 

Students should be encouraged to hunt for beautiful quotations 
from the best authors that are applicable to the subject under considera- 
tion. 



62 



TEXT-BOOKS IX AGRICULTURAL EDUCATION SUITABLE 
FOR THE 7TH AND 8TH GRADES OF THE ELEMEN- 
TARY SCHOOLS. 

Name of Text-book. Maine of Author. Piib!i.';hci\'^. 

Agriculture for Begin- 
ners Burkett, Stevens & 

Hill Ginn & Co., Columbus. 

Agriculture for Common 

Schools Fisher & Cotton Chas. Scribner's Sons, 

N. Y. 

Productive Farming ... Kary Davis J. B. Lippincott Co., 

Philadelphia. 
Rural School Agricul- 
ture C. W. Davis Orange Judd Co., N. Y. 

Elementary Principles of 

-Agriculture Ferguson & Lewis Hall & McCreary, Chi- 
cago. 
Practical Lessons in 
Agriculture Ivins and Merrill American Book Co. 

The above books are also suitable for an elementary school library 
and for the library of a teacher. 



TEXT-BOOKS IN AGRICULTURAL EDUCATION FOR THE 5TH 
AND 6TH GRADES OF THE ELEMENTARY SCHOOLS. 

Name of Text-book. Name of Author. Publisher. 

An Introduction to Ag- 
riculture A. A. Upham D. Appleton & Co., 

Chicago. 
One Hundred Lessons 
in Elementary Agri- 
culture \. \V. Nolan Rowe, Peterson & Co., 

Chicago. 
First Principles of Ag- 
riculture Goff & Mayne American Book Co., 

Cincinnati. 
Beginnings in Agricul- 
ture Mann The MacMillan Co., 

Chicago. 

Elementary Agriculture. Hatch & Hazelwood... Rowe, Peterson & Co.. 

Chicago. 



63 



PAPiERS AND MAGAZINES THAT AID IN THE TEACHING AND 
STUDY OF AGRICULTURE. 

American Agriculturist Orange Judd Co., New York. 

Ohio Farmer Lawrence Pub. Co., Cleveland, 

■0. 

National Stockman and Farmer Pittsburg, Pa. 

Farm and Fireside Springfield, Ohio. 

Farm Journal Philadelphia, Pa. 

Reliable Poultry Journal Quincy, III. 

Otwell's Farmer Boj^ (especially for boys 
and girls studying agriculture in school) Carlinvillc. 111. 



LIST OF AGRICULTURAL APPARATUS FOR A FIRST GRADE 
ONE-ROOM RURAL ELEMENTARY SCHOOL. 

We recommend a set of good tools and as much home- 
made apparatus as may be conveniient for the pupils tO' make. 
Select apparatus to the value of |15 from this list. 

List 
Price. 
1 Babcock Milk and Cream Tester. Cut gears with 4 
cream bottles, pipette, acid measure and test bottle 

brush, with complete directions for use $5 50 

I Pruning" Shears, 9 inches long. Hand forged, polished 
too! steel blade, lock nut, volute spring, malleable 

iron handle $0 45 

1 Pruning Saw, flat steel back, narrow tapered point, 

best steel blade, 18^; inches long 1 25 

1 Tree Pruner, with pole 10 ft. long 1 35 

1 Pruning Knife. Finest quality blade 55 

1 Budding Knife. Same quality as above 25 

1 Grafting Chisel. Curved blade 3^ inches long. Chisel 

point J^-in. wide. Total length 10 inches 1 10 

1 Mallet, round, hardwood; 3 in. face 22 

1 Trip Scale. Capacity 2,000 grams with graduated beam, 

with range of 10 grams in 1/10 gram divisions. ... 6 65 

1 Set of (5) Dry Measures, 1 qt. to ^^ bu 1 50 

1 Set Weights for Trip Scale; 1,000 grams to 5 grams... 1 20 

1 Microscope 44 up. 

1 Chemical Thermometer, double scale; -10° to 110° Centi- 
grade ; 17° to 220° Fahrenheit 80 

12 Test Tubes, 6 x % inches 30 

6 Wide Mouth Bottles, flint glass, 8 oz 30 

1 Test Tube Rack, for tubes 25 



64 

List 

Price. 

1 Riker Mount, 4x5 inches 15 

1 Riker Mount for insects, 2H x 3 inches 12 

1 Riker Mount, 5 x G inches 19 "" 

1 Seed Corn Grader, double screen, to take out both the 

small grains and the large, irregular shaped grains 1 25 

For suggestions or a more extended list of agricultural apparatus 
write the State Department of Public Instruction. 

The following are some of the firms dealing in agricul- 
tural apparatus and school supplies : 

The Central Scientific Co. — Chicago, 111. 

C. H. Stocking Co. — Chicago, 111. 

L. E. Knott Apparatus Co. — Boston, Mass. 

Chicago Apparatus Co. — Chicago, 111. 

W. M. Welch Mfg. Co.— Chicago, 111. 

The Columbia School Supply Co. — Indianapolis, Ind. 

The Kauflfman-Lattimer Co. — Columbus, O. 

Dobson-Evans Co. — Columbus, O. 



65 



PUBLICATIONS OF THE DEPARTMENT OF PUBLIC 

INSTRUCTION. 

1912 

*ManuaI of Uniform Course of Study. 

Report of Commissioner of Common Schools for 1910-1911. 
*School Laws. 
*Uniform Course of Study in High School Agriculture. 

1913 

Library and Apparatus for High Schools. 

Planning and Adorning the Farmstead and School Grounds. 

Report of Commissioner of Common Schools for 1911-1912. 

Report of the State School Book Commission. 

Review of Educational Progress in Ohio (Vance). 

1914 

Fundamentals of Physics, Chemistry and Bacteriology in Agriculture. 

Guide to Safety. 

High School Standards. 

Public Education in Ohio. 

Report of School Survey Commission. 
*Report of Superintendent of Public Instruction for 1912-1913. 

Requirements for Standardized Elementary Schools. 

Roster of County Superintendents and County Boards of Education 
for 1914-1915. 
*School Laws, Advance Sheets. 

No. 1. Normal School Bulletin. 

No. 2. Reports and Other Printed Matter. 

No. 3. High School Directory for 1914-1915. 

No. 4. Certification of Teachers. 

1915 

No. 5. Course of Study in Elementary Agriculture. 
No. 6. Arbor and Bird Day Annual. 

* Out of print. 




DDDE7443a'^fl 



